General Information
This packet contains all of the assignment descriptions and rubrics that you will need for our course this semester. I recommend that you either download or print a hard copy for yourself that you can reference throughout the semester—choose whichever option works best for you. I will not be providing any additional handouts of this material in class. All assignments are listed in chronological order. (For individual assignment point values, please see the syllabus.)
A Word on Speech Groups
Each of you will be asked to join a group that you will work with throughout the semester. Your group will deliver your major speeches on the same day, work together on revising your major speeches, and take and give feedback for each of the speeches you deliver in the course. Groups will be formed based on when individual students want to deliver their major speeches—either at the beginning, middle, or end of the timeframe provided for each speech. (This makes more sense for the major speeches, which will be delivered over a period of one or two weeks.) I will ask you for your preferences early in the semester. Please see the “Spech Group Sign Up
Sheet” in Moodle to sign up for your group.
Introductory Presentation (no grade)
The Peer Introduction Speech is a 1-2 minute speech in which every student will introduce one of their colleagues in the class. Your speech will be based on an informal interview that you have with one of your colleagues from class. You might want to exchange emails and/or phone numbers so that you can contact one another after class, and you can also email each other through Moodle.
Your speech should have a beginning, middle, and end. The beginning should include an introduction of yourself and your partner. In the middle or body section, you will need to provide content that helps us get to know your partner—I recommend that you focus on at least three different examples or details (the interview questions below will be helpful for this). Stories are usually effective elements in the Peer Introduction Speech because they are generally interesting AND they add time to your speech—remember, you must speak for at least one minute.
The ending should remind the class of your and your partner’s name.
If you realize that you need more information and your partner “goes missing” or doesn’t get back to you soon enough to prepare, please be prepared to introduce yourself (you might choose to do this by talking about an object that says something about you). If this makes you extremely nervous, please contact me before class and we’ll make alternate arrangements (most likely I’ll partner you up with another person who needs a partner and you can present the following class meeting).
Interview Directions:

Identify each of the following details, looking for any stories or related information that we might find interesting.
When you’re done, create a basic note sheet or outline that you can use when you introduce one another. I will collect these. Here are some ideas to get you started:
1.
Their name
2.
Why they chose to attend community college and/or this college in particular
3.
Why they chose to take this course
4.
Their interest(s) outside of school
5.
“One thing they carry” (and what is says about them): ask your colleague to describe something on their person and what it says about them. (For example, if they use a cell phone, ask who’s on it, what’s their screen saver, what do they use it for, do they text in class, who’s on their speed dial—can they use speed dial, etc.)
Simple Informative Presentation/Process Speech (worth 150 points)
You will develop a 2-3 minute process or “how to” speech. That is, you will be teaching the class how to do something that you do well. In your speech, you will share an activity such as hiking, playing the piano, hosting a party, or anything else that involves both knowledge and skill, with the class (please note: speeches about cooking/recipes and “live demonstrations” are not permitted without prior approval). You will be evaluated on your speech delivery and content. An outline of the presentation is due on the assigned speaking day. (See rubrics below.) The purpose of the assignment is to organize information for a listening audience, and to effectively present your message without calling attention to stylistic weaknesses (such as awkward pauses or nervous fidgeting).
When identifying your topic, try not to over-think it. Think about those things that you are really good at, things that family rely on you for or that friends turn to you for advice on. Ideally, the activity that you share will be something most people don’t know about or don’t do well themselves—it will be more engaging this way. You are free to teach the audience about anything you are passionate about (or at least find interesting) so long as it is specific, appropriate, and suited to the time limit. A specific topic would be “showing the class how to prepare a top-rope for traditional rock climbing,” “how to boulder safely,” or “the basics of rock climbing.” The topic “how to rock climb” would be too broad. The former topics are specific, each looking at just one component of rock climbing. Each of these could be done effectively in a three to five minute speech. The latter would have to include dozens of different topics. To do that in such a short time would probably make for a very vague and superficial speech (this usually means it would be boring, and no one wants that!). Regarding appropriateness, an inappropriate topic would be “how to make a bong.” Basically, appropriate topics tend to be speeches about how to do things that are legal and/or not dangerous. If you have questions about your topic, please talk with me.
Your speech will need to:
1.
Describe why we should be interested in your topic
2.
Describe exactly how to do your topic (this should be the bulk of your speech)
3.
Break this part down into the various steps that it takes to effectively do your topic
4.
Be conscious of and begin to employ effective delivery skills.

(50 of the 150 points total)—On the day you deliver your speech, you will need to turn in a paper copy of your detailed, working outline and upload an electronic version to Moodle (due by 11:59 PM). Be sure that you review the speech rubric to make sure that your outline meets all of the requirements for the speech. (See the rubric below)
(50 of the 150 points total)—Please bring a video recorder (or USB flash drive with 500 MB free) to record your speech. Don’t worry, while most people don’t like this at first, they also tend to learn a lot about what they do well and what they can improve on. After you deliver your speech, you will need to write a Self
Analysis/Evaluation based on your own reflections, the recording of your speech, and the evaluations from your colleagues. Remember that people are often their own worst critics, so don’t be too hard on yourself (and please know that whatever you write here will not influence your grade on either the outline or the speech). This exercise is for your own personal growth as a speaker, so take the time and energy to honestly reflect on your performance. Your analysis should be 1-2 pages typed, double-spaced, and proofread for spelling or grammatical errors. Grades will be based on attention to stylistic details, along with depth of analysis and application of lecture and reading material.
Please use the following structure in your paper:
¶1. Introduction (2.5 points): Draw your reader in and prepare her with a preview of what she can expect to read about. This paragraph should be roughly four sentences long. (I suggest you write this last).
¶2. The preparation and speaking outline process (15 points): Write a paragraph in which you discuss, with details, the outlining process and the speech preparation process based on class discussions and reading.
Ask yourself questions, such as: “Did I have enough research? What challenges did I overcome in my research and outlining? Could I have used my time differently? Did I prepare enough before the speech?
Are there things I would do differently at the planning stages next time? Was I happy with my introduction, such as the attention getter, preview/overview, and statement of purpose? For the conclusion, how well did I sum up the speech (what devices did I decide to use) and bring it to a close?”
¶3. Elements of speech delivery that need improvement (15 points): Write a paragraph in which you discuss, with details, those elements in your speech delivery that you could have done better. Focus on specific instances: describe what happened or what was going through your mind, and think of ways that might help you do better in the future. Refer to the rubric, class discussions, and reading to provide you with areas to focus on and be sure to make references to the recording of your speech in your paper (i.e.
“from 1:45 to 2:15 I read from my note cards”).
¶4. Elements of speech delivery that were successful (15 points): Write a paragraph in which you discuss, with details, the components of your speech delivery that you felt went well. If you struggle with this part, imagine you were a supportive audience member for your own speech—what would you have seen?
Refer to the rubric, class discussions, and reading to provide you with areas to focus on and be sure to make references to the recording of your speech in your paper (i.e. “at 3:36 my gesture matched my intonation very well”).

¶5. Conclusion: Conclude your paper by providing a brief summary of what you wrote about, including a discussion in which you share your final thoughts regarding what you wrote about in this paper. This paragraph should be roughly four sentences long.
Process Speech Rubric: This grading rubric is divided into lettered categories. Each of these categories will be evaluated based on the presence or absence of the elements listed within it as well as the quality of those elements. Each of the specific elements will either be in
, bold , or standard font. Elements written in
are more weighted point-wise, with those in bold being less weighted, and those in standard font being least weighted. Your grade in each category will be based on how well you meet the requirements for each element within it. Each element will be marked as follows—0: not evident, √ -: needs improvement, √ : satisfactory, or √ +: well done. Earning all “ √ s” in a category will equal roughly 75% of the possible points, while all “ √ +s” will earn 100%.
A. Introduction (8 pluses/5 points possible)
1.
Started with speech content (rather than your name, “um,” “ok,” etc.)
3.
Reason to listen (WIIFM)
5.
Speaker credibility
6.
Preview of points
B. Speech Body (11 pluses/15 points possible)
1.
2.
Evidence was engaging/interesting
3.
Evidence was clear
4.
8.
(thorough development of purpose)
5.
Evidence was sufficiently explored
6.
Logical organization and continuity of main ideas and sub-points
7.
Sensitivity to the audience’s knowledge and point of view (including opposing views)
C. Conclusion (4 pluses/5 points possible)
1.
Reviewed main points
2.
Restated thesis
D. Delivery (16 pluses/15 points possible)
1.
Attire (appropriate to situation)
2.
Articulation
3.
Direct language (limited verbal clutter)
4.
Facial affect
6.
Fidgeting behaviors (were avoided)
7.
Gestures and movement
8.
Grammar and word choice (i.e. strategic language)
9.
Posture
10.
Pronunciation
11.
Speaking Rate
12.
Use of note cards, outline, or other mnemonic device(s)
13.
Verbal fillers and dysfluencies (were avoided)
14.
Vocal Projection and Volume
15.
E. Speaking Logistics & Holistic Concerns (7 pluses/10 points possible)
Score:
Score:
Score:
Score:
Score:

1.
Included a variety of the following: statistics, specific examples/anecdotes, facts, expert testimony
2.
Obvious, effective transitions (between introduction, main ideas, and conclusion)
3.
4.
Speaker’s overall impact
5.
Energy level and tone (appropriate to situation & topic)
6.
Created a relationship with the audience (through nonverbals and/or verbals)
Detailed Speech Outline Rubric:
Outline Criteria
1.
Complete development of ideas (25 pts)
2.
Organization and clarity of ideas (15 pts)
3.
Proper subordination of points—be sure to use an outline format (10 pts)
Total Score:
Points
2 Short, 1-2 minute Speeches (worth 25 points each)
Each student will select a campus-recognized, organized, on-campus event, club meeting or campus center/service (ie., women’s center, financial aid, career services, the Clarke, health services) to talk about. You will go to the event, meeting or center and prepare a summary presentation. Reports should start and end with an interesting or motivating statement, include all pertinent information (what, who, when, where, cost, etc.), be organized in a logical and memorable way. In addition to the Short Speech Rubric (see below), grades will be based on effective organization and delivery of the relevant information.
The following website is a great place to find various clubs/center and calendar of events on campus: http://www.csusm.edu/students/campuslife.html
This is a 1-2 minute speech you will create to celebrate someone or something special in your life. You can think of this as a “toast” that you would deliver at a casual dinner party, or a more formal speech that you would deliver at an event such as a christening, graduation, wedding, reunion, or retirement. In addition to the Short Speech Rubric (see below), grades will be based on how well the speaker explains the significance of the occasion, acknowledges the emotions that everyone is feeling, and inspires the audience to take part in the celebration.
Short Speech Rubric:
Organization: __________ (5 points)
•
Your speech has a clear beginning (rather than “Hi,” “Ok,” “My name is…” etc.)
•
The point you are speaking to and/or the point you wish to make are clear
•
You close effectively, summarizing your point if necessary
Content: __________ (10 points)
•
The body of your speech is clearly/logically organized
•
You support your point with at least THREE specific, well explained details
•
Your details are interesting, engaging and/or show a sensitivity to your audience
•
Your speech content fulfills the requirements provided for the given speech
Delivery: __________ (10 points)

•
You demonstrate proficiency with: Eye Contact, Vocal Variety, Vocal Projection and Volume, Speaking
Rate, Limited Verbal Clutter, Limited Verbal Fillers and Dysfluencies, Pronunciation, Articulation,
Strategic Use of Language, Posture, Gestures and Movement (No Fidgeting), Energy Level/Presence,
Appropriate Grammar, Use of Note Cards, Word Choice
•
Background Information Presentations (worth 150 points)
You will select a topic that will lead to a persuasive speech. After selecting your topic, but before selecting a perspective or action to argue, three shorter informative speeches are designed to build background knowledge of the topic.
(50 of the 150 points total; 25 points for the speech, 25 points for the outline)—You will select a term that represents a major concept associated with your topic and briefly explain it to the class. The presentation should be 1-2 minutes. A common organization is to provide two different ways of defining the term, using examples and authority (such as a reputable dictionary). An outline of the presentation is due on the assigned speaking day. Speech and outline grades will be based on organization, use of example(s) as support, sufficient explanation/information and effective communication style. (See Short Speech Rubric above as well.)
(50 of the 150 points total; 25 points for the speech, 25 points for the outline)—You will provide a short summary presentation (1-2 minutes) about the community affected by the issue underlying your persuasive topic. (Who is affected? how severe is the effect?) Along with examples, you should provide at least one statistic that emphasizes the significance of the issue. An outline of the presentation is due on the assigned speaking day. Speech and outline grades will be based on organization, use of examples and statistics as support, sufficient explanation/information and effective communication. (See Short Speech Rubric above as well.)
(50 of the 150 points total; 25 points for the speech, 25 points for the outline)—You will present a 1-2 minute summary of at least two differing perspectives on your persuasive topic.
This is an informative speech so do not take a side—save that for your major persuasive speech. The focus of the presentation is to summarize the different viewpoints that people have on your topic, using testimony as support.
An outline of the presentation is due on the assigned speaking day. Speech and outline grades will be based on organization, use of testimony as support, sufficient explanation/information and effective communication style.
(See Short Speech Rubric above as well.)
Persuasive Speech and Outline (worth 200 points)
Students will incorporate their research into the motivated sequence pattern (aka Monroe’s Motivated Sequence) to present the strongest possible arguments for a particular position. The presentation should demonstrate sensitivity to the audience, strong use of evidence, a variety of evidence (all 4 types), persuasive strategies, and

smooth delivery skills. The Persuasive Speech includes the speech itself, a slideshow presentation, and a detailed working outline.
In this 7-10 minute speech you will persuade your audience to take a specific action in regard to your topic.
Please bring a video recorder (or USB flash drive with 500 MB free) to record your speech—you will need to reference it in your final exam. (Note: you can earn up to 15 points of extra credit if you provide me with a video of you presenting your speech to another audience who has the power to implement your ideas.)
The motivated sequence pattern includes the following elements, in this order:
1.
Attention (create a willingness to listen to your message)
2.
Need (identifying a need relevant to your audience—a summary of the problem, for example): this and the
Satisfaction should comprise the bulk of your speech
3.
Satisfaction (showing how your proposal will fulfill the need you identified—this is the solution you’ve created or identified/recommend)
4.
Visualization (helping listeners form a mental picture of the benefits of your proposal)
5.
Action (clarifying what you want listeners to do; call them to action: tell them what to do and give them the means to do it)
(100 of the 200 points total)—Each student will prepare an outline for his/her presentation using at least five research sources and all four types of evidence (example, statistic, expert testimony, analogy). The outline should be typed/word-processed, proofread and meet basic college level expectations (see rubric below). On the day you deliver your speech, you will need to turn in a paper copy of your detailed, working outline and upload an electronic version to Moodle (due by 11:59 PM).
Persuasive Speech Rubric:
A. Introduction (8 pluses/15 points possible)
1.
Started with speech content (rather than your name, “um,” “ok,” etc.)
3.
Reason to listen (WIIFM)
(clearly and obviously, defining it if necessary)
5.
Speaker credibility
6.
Preview of points
B. Speech Body (10 pluses/25 points possible)
(thorough development of purpose)
2.
Evidence was engaging/interesting
3.
Evidence was clear
5.
Evidence was sufficiently explored
6.
Logical organization and continuity of main ideas and sub-points
C. Conclusion (4 pluses/15 points possible)
1.
Reviewed main points
2.
Restated thesis
D. Delivery (17 pluses/25 points possible)
1.
Attire (appropriate to situation)
Score:
Score:
Score:
Score:

2.
Articulation
3.
Direct language (limited verbal clutter)
4.
Facial affect
6.
Fidgeting behaviors (were avoided)
7.
Gestures and movement
8.
Grammar and word choice (i.e. strategic language)
9.
Posture
10.
Pronunciation
11.
Speaking Rate
12.
Use of note cards, outline, or other mnemonic device(s)
13.
Verbal fillers and dysfluencies (were avoided)
14.
Vocal Projection and Volume
E. Speaking Logistics & Holistic Concerns (15 pluses/20 points possible) Score:
(minimum of 5)
2.
Source citations in speech (were provided when necessary, clear, and accessible)
3.
Included a variety of the following: statistics, specific examples/anecdotes, facts, expert testimony
4.
Obvious, effective transitions (between introduction, main ideas, and conclusion)
6.
Speaker’s overall impact
7.
Energy level and tone (appropriate to situation & topic)
8.
Created a relationship with the audience (through nonverbals and/or verbals)
9.
Attention step (partially addressed by elements above)
10.
Need/Problem step (partially addressed by elements above)
11.
Solution step (partially addressed by elements above)
12.
Visualization step (partially addressed by elements above)
13.
Action step (clear, specific actions; partially addressed by elements above)
A/V clips are no longer than 25% of the speech
Detailed Speech Outline Rubric:
Outline Criteria
1.
Complete development of ideas (40 pts)
2.
Organization and clarity of ideas (20 pts)
3.
Proper subordination of points—be sure to use an outline format (20 pts)
4.
Inclusion of a) source citations in text and b) a references page—be sure to follow MLA,
APA, or another format (10 pts each, 20 pts total)
Total Score:
Points
Slideshow for the Persuasive Speech (worth 25 points)
Each of you must create and use a digital slideshow in your Persuasive Speech (using PowerPoint, Keynote,
Adobe PDF, etc.). Your slideshow content should go hand-in-hand with your speech. Practicing with it beforehand will ensure that this is the case, and it will also help you be more comfortable with it. A PowerPoint slideshow template is available on the CRP. (Note: this is the only slideshow during the semester that I will be grading for quality of content and appearance, etc.)

Each of the specific elements in each category are weighted differently based on their font. Those in
are most weighted point-wise, those in bold are less weighted, and those in standard font are least weighted. Your grade in each category will be based on how well you meet the requirements for each element within it (0: not evident, √ -: needs improvement, √ : satisfactory,
√ +: well done, √ ++: excellent).
Quality of Slides and Slideshow as a Whole (10 points)
2.
Slides/aids are clearly relevant to the speech content
3.
Slides/aids are interesting, engaging, and/or show a sensitivity to the audience
Use/Delivery of Slides and Slideshow as a Whole (10 points)
1.
Displayed slides/audio visual aids only while discussing them
3.
Explained visuals effectively and concisely (when necessary) and/or slide content was clear
4.
Moved smoothly from one slide to the next
5.
Demonstrated comfort with your slides/audio visual aids (you didn’t seem surprised by their content)
Appearance/Formatting of Slides and Slideshow (5 points)
1.
Grammar, punctuation, spelling, and formatting are professional
3.
Size and contrast of details are easy to read/see
Quizzes (worth 250 points total)
Quizzes will be taken via Moodle at frequent intervals throughout the course. They may cover information from prior class sessions and from the readings. Quizzes must be completed prior to the class meeting when the reading is due and can not be taken after the quiz has “closed.”
Final Exam (worth 100 points)
Final Exam: Each student will write 4-5 pages pertaining to the oral communication concepts included in the textbook, class discussions and exercises as well as your own reflections on your performance applying those concepts. The instructor will provide writing prompts. The final exam due date can be found in the course schedule on the syllabus.
Participation (worth 100 points)
Your points will be based on your positive contributions to the learning environment. Participation in activities such as class discussion, class activities, and other miscellaneous activities will be considered.