Communication Studies 1: FUNDAMENTALS of PUBLIC SPEAKING STUDENT SYLLABUS for to Accompany the Text, The Art of Public Speaking Instructor: Joan Merriam 2 FUNDAMENTALS OF PUBLIC SPEAKING (Communication Studies 1) ~ Fall, 2013 ~ Sierra College Nevada County Campus: N6-206 Monday-Wednesday 9:30-10:50 AM COURSE SYLLABUS INSTRUCTOR: Use this address when sending attachments! Joan Merriam e-mail: professorjoan@foothill.net OR jmerriam@sierracollege.edu TEXTBOOK: The Art of Public Speaking (11th Edition) - Lucas, Stephen E. Textbook: ISBN 978-0-07-662687-8 E-book: ISBN 978-0-07-7428211 DIGITAL DOCS: Lecture notes and PowerPoint slides are available digitally on my professional website at www.joanmerriam.com as well as on Canvas COURSE OUTCOMES: This course is designed to enable you to: Diagram the process of oral communication as a basis for enhancing speech skills and attitudes Select and research appropriate topics for a variety of speech assignments Determine the appropriate organizational structure for various speech assignments, and write detailed outlines or manuscripts for all speeches Deliver speeches to classroom audiences, using a conversational approach and employing appropriate verbal and nonverbal techniques Demonstrate communication skills Demonstrate critical and analytical listening skills WHAT I EXPECT OF YOU: ATTENDANCE & PARTICIPATION In a class like this, attendance and participation go hand-in hand. Coming to class is crucial for learning how to speak effectively! Everyone starts with 200 participation points. You are entitled to THREE unexcused absences; beyond this, each missed class will cost you 20 points. Anyone who falls below 100 points in this area may be dropped from the course. If you’re ill or out of town, let me know so I can mark your absence as excused. It’s your responsibility to sign the daily attendance roll! RULES OF THE ROAD WRITTEN WORK: You will lose one-half grade point for each class session the work is turned in late without an excused absence. Assignments more than three sessions late will not be accepted, and will receive an automatic “F.” EXAMS: You will receive an “F” for non-attendance on the day of the exam unless you have an excused absence. SPEECHES: Reasons for an absence on the day of your speech must be very serious, and you MUST let me know in advance. Otherwise, two full grade points will be deducted from your speech grade. NO TEXTING OR WEB-SURFING IN CLASS IS ALLOWED! 1 WHAT YOU CAN EXPECT OF ME: OPEN ACADEMIC ATMOSPHERE My goal is to provide an environment of mutual respect and tolerance in which free and open exchange of ideas and opinions can take place. There are no “off-limits” questions or subjects—although I expect everyone to stay within the bounds of decency and be respectful of racial, ethnic, cultural, religious, and sexual diversity. FAIR AND EQUITABLE GRADING PRACTICES I do not grade students on test results alone, or use a grading “curve.” Your grade is based on your speeches, completion of assignments, class participation, and exams. But be warned: ANYONE WHO CHEATS ON AN EXAM, SUBMITS WORK THAT IS NOT HIS OR HER OWN, OR PLAGIARIZES ALL OR PART OF AN ASSIGNMENT, WILL RECEIVE AN “F” ON THE ASSIGNMENT AND MAY BE DROPPED FROM THE COURSE. EMAILING ASSIGNMENTS You may email me your written assignments if you wish, but I must receive them by midnight on the due date. (This does not apply to outlines, which MUST be turned in before you present your speech.) Emailed assignments will be graded and returned to you by email in order to save paper. DISABLED STUDENTS Students with disabilities who need assistance or accommodation should advise me, and make arrangements with Disabled Student Services as soon as possible. POINT BREAKDOWN FOR GRADING (1,500 POINTS POSSIBLE): Quizzes .................................................................... Written critique of non-classroom speech .......... Pre-speech proposals ............................................. Written self-evaluations ........................................ Introductory Speech ............................................... Speech of Tribute .................................................... Informative Speech ................................................ Persuasive Speech .................................................. Participation & Attendance .................................. 150 points 150 points 100 points 200 points 50 points 75 points 250 points 325 points 200 points (50 each x 3 = 150 total) (50 each x 2 = 100 total) (50 each x 4 = 200 total) (automatic) Extra credit speech critique: 100 points (MUST be cleared with me first) Here are the total points you will need to earn the grade of your choice in the course: A = 1350 - 1500 points (90-100% of total points) B = 1200 - 1349 points (80-89% of total points) C = 1050 - 1199 points (70-79% of total points) 2 CLASS SCHEDULE DAY & DATE DISCUSSION TOPIC OR ACTIVITY Mon., Aug. 26 Orientation to the Class Wed., Aug. 28 Your First Speech; Meeting with Your Partner Mon., Sept. 2 Wed., Sept. 4 (subject to change) Read Chapter 4 LABOR DAY HOLIDAY Overview of Public Speaking Mon., Sept. 9 --Read Chapter 1 Read pages 358-362 ** INTRODUCTORY SPEECHES ** Wed., Sept. 11 FOR NEXT CLASS: ** finish INTRODUCTORY SPEECHES ** --Read Chapters 2 & 3 Mon., Sept. 16 Ethics; Being a Good Listener Read Chapter 5 Wed., Sept. 18 Overview of the Tribute Speech ; Choosing Your Speech Topics Read Chapter 10 Mon., Sept. 23 Quiz #1: Chapters 1 - 5 Introductions & Conclusions Wed., Sept. 25 ** SPEECHES of TRIBUTE ** Mon., Sept. 30 ** SPEECHES of TRIBUTE ** ----Read Chapter 14 Wed., Oct. 2 Visual and Other Presentation Aids Read Chapter 7 Mon., Oct. 7 Researching Your Topics Read Chapter 8 Wed., Oct. 9 Supporting Your Ideas Read Chapter 15 Mon., Oct. 14 Informative Speaking Quiz #2: Chapters 7, 8, 10, & 14 Read Chapter 16 Wed., Oct. 16 Persuasive Speaking Read Chapter 9 Mon., Oct. 21 Organizing Your Speech Read Chapter 11 Wed., Oct. 23 Outlining Read Chapter 12 Mon., Oct. 28 Language Read Chapter 13 Wed., Oct. 30 Delivering the Speech Read Chapter 17 Mon., Nov. 4 The Elements of Persuasion --- Wed., Nov. 6 Quiz #3: Chapters 12, 13, 15, & 16 Persuasive Topic Previews --- Mon., Nov. 11 VETERAN’S DAY HOLIDAY --- Wed., Nov. 13 ** INFORMATIVE SPEECHES ** --- Mon., Nov. 18 ** INFORMATIVE SPEECHES ** --- Wed., Nov. 20 ** INFORMATIVE SPEECHES ** --- Mon., Nov. 25 Effective Evidence Wed., Nov. 27 Audience Issues Read Chapter 6 --- Mon., Dec. 2 ** PERSUASIVE SPEECHES ** --- Wed., Dec. 4 ** PERSUASIVE SPEECHES ** --- Mon., Dec. 9 ** PERSUASIVE SPEECHES ** Wed., Dec. 11 ** PERSUASIVE SPEECHES ** 3 ORDER OF CHAPTER DISCUSSIONS Chapter 4: Giving Your First Speech Chapter 15: Speaking to Inform Chapter 1: Speaking in Public Chapter 16: Speaking to Persuade Chapter 2: Ethics and Public Speaking Chapter 9: Organizing the Body of the Speech Chapter 3: Listening Chapter 11: Outlining the Speech Chapter 5: Selecting a Topic and Purpose Chapter 12: Using Language Chapter 10: Beginning and Ending the Speech Chapter 13: Delivery Chapter 14: Visual Aids Chapter 17: Methods of Persuasion Chapter 7: Gathering Materials Chapter 6: Analyzing the Audience Chapter 8: Supporting Your Ideas DATES and DEADLINES September 9 & 11 Introductory Speeches September 16 DUE DATE for Introductory Speech Self-evaluation September 23 Quiz #1: Chapters 1 through 5 September 25 & 30 Speeches of Tribute (4-6 minutes) October 7 DUE DATE for Tribute Speech Self-evaluation October 14 Quiz #2: Chapters 7, 8, 10, and 14 October 14 DUE DATE for Informative Speech Proposal October 21 DUE DATE for Persuasive Speech Proposal November 6 DUE DATE for Non-classroom Speech Critique November 6 Quiz #3: Chapters 12, 13, 15, and 16 November 13 - 20 Informative Speeches (5-7 minutes) November 27 DUE DATE for Informative Speech Self-evaluation December 2 -11 Persuasive Speeches (7-9 minutes) December 16 DUE DATE for Persuasive Speech Self-evaluation (must be emailed) 4 SPECIFIC SPEECH REQUIREMENTS INTRODUCTORY SPEECH Date Due: Length: Format: Outline: Points: September 9 -11 2-3 minutes You will meet with a partner to introduce them to your audience. Choose something about the person that will help the class understand them as a unique individual—focus on a key experience, interest, passion, etc. and use it to illustrate who they are. (See page 13 of this syllabus for guidelines) Brief outline 50 (automatic, if you do the speech) SPEECH of TRIBUTE Date Due: Length: Format: Outline: Points: September 25 & 30 4-5 minutes Pays tribute to a person, creature, group, or institution of special importance to you. See Chapter 18, page 358-362 for guidance. Formal outline, turned in the day of your speech; no bibliography 75 INFORMATIVE SPEECH Date Due: Length: Visual Aid: Format: Outline: Points: November 13 -20 (PROPOSAL DUE OCTOBER 14 ) 5-7 minutes At least one Informs your audience about persons/animals, objects, processes, events, or concepts. Choose a topic that is important to you, or one you want to know more about; be sure to follow the guidelines for structuring the speech covered in the text. Formal outline, turned in the day of your speech, including a bibliography with NO FEWER THAN FOUR REFERENCES. 250 PERSUASIVE SPEECH Date Due: Length: Visual Aid: Format: Outline: Points: December 2 - 11 (PROPOSAL DUE OCTOBER 21 ) 7-9 minutes None required (but they may be helpful!) Persuades your audience—this may be a speech to address the attitudes and values of your listeners, to urge them to action, or to contend with opposition (see text). Structure your speech using one of the designs discussed in the text. Formal outline, turned in the day of your speech, including identification of your persuasive design and a bibliography with NO FEWER THAN FIVE REFERENCES. 325 5 SPEECH PROPOSAL WHAT’S A SPEECH PROPOSAL? A speech proposal is a very short (a paragraph or so) statement about what subject you want to cover in your speech IS A PROPOSAL REQUIRED BEFORE EVERY SPEECH? No! Proposals are required for ONLY the Informative and Persuasive speeches. WHEN IS THE PROPOSAL DUE? Speech proposals are due approximately one month prior to your informative and persuasive speeches—see the schedule for specific dates. WHAT’S IN THE PROPOSAL? Your proposal can be a rough outline or in written form. Whichever format you choose, your proposal must include the following information: 1. The subject of your speech 2. A summary of your basic idea, with enough detail for me to be able to tell whether you have enough depth and breadth of information to make for a good speech…or whether you have too much! 3. An idea of what you could use as visual aids (if required) 4. An idea of where you think you might find your information (personal knowledge…interviews…newspaper articles…documentary broadcast… Internet site…etc.) Proposals WILL BE graded, so if you fail to turn them in on time, you will lose 50 points. 6 SPEECH WRITTEN REQUIREMENTS On the day of your speech, turn in your formal outline, which must include the following (review the sample format on the reverse, and the sample outlines in the text): YOUR NAME: TYPE OF SPEECH & SPEECH TITLE: Informative, Persuasive, etc. TOPIC or TITLE: What the speech is about SPECIFIC PURPOSE: For instance… “To inform the audience about ”; “To convince the audience to ”; “To persuade the audience that ”; etc. CENTRAL IDEA: A statement of what you plan to present WRITTEN INTRODUCTION AND CONCLUSION: Review the examples of effective introductions and conclusions in the text. FORMAL OUTLINE: Review the outline format on the reverse, and in the text. BIBLIOGRAPHY: You must include the required number of sources for your information. Bibliographies must be in MLA format, and can include printed, published, or online sources, or the spoken account or commentary from an authority or expert you saw or heard on TV, film, radio, a public appearance, or whom you interviewed. Note on Bibliographies: You cannot use yourself as your ONLY source…although you may be one source if you have personal experience with or knowledge of the subject. YOU WILL NOT BE ALLOWED TO PRESENT YOUR SPEECH IF YOU DO NOT SUBMIT YOUR OUTLINE! That means you cannot give your speech on the scheduled day… and THAT means YOU WILL LOSE TWO FULL GRADE-POINTS ON YOUR SPEECH! (Over for Sample Outline …) 7 SAMPLE SPEECH OUTLINE John Smith C.S 1: Monday-Wednesday Informative Speech: “American’s Most Popular Dog Breeds” Specific Purpose: To inform my audience about the most popular dog breeds in the U.S. Central Idea: Today’s most popular dog breeds in America range in size from the German Shepherd to the Yorkie…in temperament from the dominant and assertive to the laid-back… and include dogs used for security to those that could best be categorized as “lap dogs.” INTRODUCTION He is considered among the most dangerous creatures of his kind in the world. He can take down smaller creatures with a single bite of his menacing jaws, and is powerful enough to knock down a typical NFL lineman in one fell swoop. Yet in thousands of American homes, he is considered a trustworthy member of the family, no more feared than house-fly. He is the German Shepherd dog, and he’s ranked among America’s most popular dog breeds for the last several decades. OUTLINE I. II. Top breeds historically A. 1800s 1. English Setter 2. Saint Bernard B. Early to mid-1900s 1. Collie 2. Boston Terrier 3. German Shepherd 4. Cocker Spaniel C. 1950s through 1999 1. Beagle 2. Poodle 3. Labrador Retriever Today’s Top 10 Breeds in the U.S. A. Labrador Retriever B. German Shepherd This is a VERY brief example of the outline for this speech. Yours will be longer, and have much more detail under each point. An outline needs to include ALL the speech’s relevant details, so that someone reading it has a complete picture of what’s in the speech. 8 III. C. Yorkshire Terrier D. Golden Retriever E. Beagle F. Boxer G. Bulldog H. Dachshund I. Poodle J. Shih Tzu Breed characteristics A. …………… B. …………… C. …………… CONCLUSION Of course, not everyone is a “dog person.” Not everyone lives where they can have a dog, nor can everyone afford a dog. But there’s a reason that dogs have been our human companions and protectors for tens of thousands of years, long before anyone worried about things like muggers or terrorists or even whether you’re more likely to pick up a possible date if you have a dog by your side when you’re out walking. Unlike our cavedwelling ancestors, today we can choose among dozens of breeds of dogs that fit our lifestyles, our living situations, and our individual personalities. Love them or not, dogs are clearly part of the American way of life, and will remain so into the foreseeable future. BIBLIOGRAPHY 1. “AKC Dog Registration Statistics.” American Kennel Club. 2011. March 12, 2012. www.akc.org/reg/dogreg_stats.cfm. 2. McGraw, Seamus. “Which Breed is America’s Top Dog?” Today: MSNBC. January 26, 2011. http://today.msnbc.msn.com/id/41249142/ns/todaytoday_pets_and_animals/t/which-breed-americas-top-dog/#.Tswc-7LNkqM. 3. Coren, Stanley. “The Gender Divide.” Modern Dog Winter, 2011: 24-25. [consult the syllabus for required number of sources; MUST be in proper MLA bibliographic format] 9 SPEECH SELF-EVALUATION: GUIDELINES & REQUIREMENTS You are required to submit a self-evaluation of each of your speeches, analyzing your presentation’s strengths and weaknesses. 1. First and foremost, this means that…. YOU MUST A RECORDING DEVICE (a phone or camera) WITH YOU ON THE DAY OF EACH SPEECH The classroom is also equipped with cameras and a videotape recorder if you have no personal recording device—please bring your own video cassette! 2. Please save your recorded speeches…this gives you the opportunity to look back and see your improvement. 3. LENGTH: Your self-evaluation should be TWO FULL typewritten pages (double-spaced) in PARAGRAPH format (not bullet-points!) 4. GUIDELINES: Be sure to address the following issues, although feel free to include anything that you notice or recall about your presentation: Preparation (Were you as prepared as you would like to have been? Did you rehearse enough?) Nervousness (Did you notice obvious signs of nervousness or stage fright? Or were you surprised that your nervousness didn’t show, even though you could feel it?) Eye contact (How did you do on maintaining eye contact with your listeners?) Vocal characteristics (Did you notice problems in your speaking voice? How was your volume? Expressiveness? Vocal variety? Articulation? Rate of speech?) Language and word choice (Did you catch yourself “umm”ing or “uhh”ing or using slang or some other expression throughout the speech? Did you remember to explain any words or terms that your audience might be unfamiliar with?) Body language and gestures (Did you appear natural and relaxed, or stiff and uncomfortable? Were you comfortable using gestures? Did you notice anything distracting about your body or hand movements?) Visual aids (How do you feel about the way you handled your visual aids? Were they effective and helpful, or could something have worked better?) Introduction and conclusion (Did you start and end on a strong note? In what ways?) SELF-EVALUATIONS ARE DUE ON THE DATES PRINTED IN THE “DATES & DEADLINES” SECTION, PAGE 4 10 NON-CLASSROOM SPEECH CRITIQUE All students are required to evaluate one LIVE (that is, not recorded) speech during the semester, and to turn in a written critique of the presentation. The speech may be of any type—informative, persuasive, how-to, etc.—and may be on any subject. The presenter need not be a “professional” speaker, but the speech must be one which is prepared (as opposed to impromptu) and delivered to a live audience. You may NOT critique one of your fellow students in this class or one of your regular professors…although if a class has a guest speaker, that would be acceptable. Here are a few examples to get you thinking: Speech by someone running for office Retirement speech State-of-the-State or State-of-theUnion speech Presentation to a civic or community organization Closing or opening argument in a court trial Sales presentation Funeral or memorial service eulogy Talk at a conference or seminar Public lecture Religious sermon or homily Commencement address Speech by someone being honored or recognized Speech at a Toastmaster’s Club meeting Staff meeting where someone is giving a prepared presentation The speech must be at least 8 minutes long, and preferably no longer than 30 minutes (beyond that, the job of evaluating gets very tough). You MUST watch the speech as a part of the audience. (In other words, you cannot watch a tape of Martin Luther King’s “I Have A Dream” speech, and critique that.) 11 GUIDELINES FOR SPEECH CRITIQUE Critiques must be typed, double-spaced, on plain white bond. Be sure to include your name and the class title and day/time. Critiques are to be a minimum of THREE FULL PAGES long IN PARAGRAPH FORMAT (do NOT use a bulleted list!) and will be graded for clarity, grammar, punctuation, and spelling, in addition to content. The critique must include the following information: The name (and title or position, if applicable) of the speaker The date, time, and place of the speech If possible, the audience makeup and approximate number The length of the speech The speech’s main points A detailed evaluation of the speech, addressing each of these issues: LENGTH - Was the speech too long? Too short? Just about right? Explain. INTRODUCTION & CONCLUSION - Were the introduction and conclusion effective and memorable? Explain. ORGANIZATION - How was the speech organized (chronological, causal, etc.)? - Was the organization logical and clear? Could you follow the speaker’s main points and assertions? Explain. SUPPORT & EVIDENCE - What kinds of evidence and supporting materials did the speaker use? - Was this information adequate, clear, and credible? Explain. VISUAL AIDS - What kinds of visual aids (if any) did the speaker use? - How did the speaker handle the visuals? Were they clear, understandable, and useful? Explain. DELIVERY - How did you feel about the speaker’s style of delivery? - Was the speaker natural and spontaneous? - Describe the speaker’s eye contact, body language & gestures, and the presence of any distracting mannerisms. - How did you feel about the speaker’s rate of speech, volume, tone, and articulation and pronunciation? LANGUAGE - Did the speaker use language effectively, vividly and accurately? Explain. - Did the speech contain unexplained or unfamiliar jargon or techno-babble, clutter, abstractions, or potentially offensive references or word usage? 12 (see page 15 for sample) 1. Talk to your partner about who they are: Why is he/she the way they are? What was their life like growing up? What do they consider to be the most important thing(s) in their life? What are their dreams… goals…aspirations? What was the most important or memorable event in their life? What do they love? What do they dislike? What makes them UNIQUE from everyone else? 2. Then…decide what you want to say 3. Then…develop a preparation outline: determine your main points ** how will you arrange your ideas? ** what kind of information will you use to illustrate your points? prepare your introduction ** gain your listeners’ attention ** preview your message prepare your conclusion ** summarize ** end with a bang, not a whimper 4. Then…prepare the notes you’ll use when giving your speech 5. Finally…practice, practice, PRACTICE! 13 14 SAMPLE INTRODUCTORY SPEECH “Her Life From Toe to Head” Today I’m here to introduce you to Allie and her life, from toe to head—starting with the toes. She has ten of them. In July 1985, her parents gave birth to a happy, healthy, blueeyed girl with ten toes and ten fingers. Unfortunately, she was born with two left feet. Although all her toes were in their correct places, her right foot curved the wrong way. So she had two left feet, and the doctors were stumped, and so they put a tiny plaster cast on her right foot in order to reshape it. Allie spent the first two months of her life with a cast on her foot, while her mother spent time explaining why her precious baby was already in a cast. Well, now she realizes how lucky she is to have normal feet. She played eight years of hockey, three years of tennis, and two years of volleyball. She loves to dance and jog and buy shoes. Try doing those things with two left feet! Next are Allie’s legs. As you can see, she’s very tall. When a six-foot-seven-inch man marries a five-foot-ten-inch woman, they tend to create tall children. And she confesses that it isn’t easy growing up taller than all of your friends, and taller than most boys too. Allie’s height taught her a lot. For a while, she was self-conscious and thought she stuck out and was different from everyone else. But then she learned to love her height, the attention she got because of it, and the fact that she was unique. And her height has taught her to be comfortable with herself and her appearance. Finally, moving up to the head—the most important part. Allie says she has a good head on her shoulders. You may notice the hair, which she had highlighted. Last summer she worked as a receptionist at a local hair salon, but she says it was more an experience than a job. She learned a lot about life and responsibility, as well as what can happen when ten people—mostly middle-aged women—work in close quarters with each other. So now you’ve all met Allie, from toe to head. She’s an active, fun-loving, proud, and motivated person who is ready to take on the world. Being a freshman in college is a new experience, but she’s sure that all six feet of her will be successful! 15 SAMPLE SPEECH OF TRIBUTE “My Grandfather” Every day, people are born and people die. Human beings come into this world and leave it—most without their names being immortalized in any history books. Millions of people have lived and worked and loved and died without making any great claims to fame or fortune. But they aren’t forgotten—not by their friends, not by their families. And some of these people, some very special people, are not forgotten even by those who hardly knew them. My grandfather was one of these very special people. What made him so special? Why is he remembered not only by friends and family but even by casual acquaintances? Very simply, because he was the essence of love. More than that, he was the essence of what I think of as “active” love. Just as his heart was not empty, his words were not empty. He didn’t just speak of compassion. During the Great Depression he took homeless people off the street into his home when they needed a place to sleep. He gave them food when they needed something to eat. And though he wasn’t a rich man by any means, he gave them money when they had none. Those people off the street will remember the man who had enough love in his heart to share with them all that he had. He didn’t just speak of tolerance. During the 1960s, when his peers were condemning those “long-haired hippies,” I can remember riding in the car with my grandfather, picking up dozens and dozens of those “long-haired hippies” who were hitchhiking, and going miles out of our way to give them a ride somewhere. Those men and women will remember the man who had enough love in his heart to bridge the gap between his world and theirs and to practice the spirit of brotherhood. And he didn’t just speak of courage. He proved his courage time and time again. He proved it to a little girl who was trapped in the basement of a burning building. He pulled her out of the flames and gave her back her life. And that little girl, now a grown woman, will remember the man who had enough love in his heart to risk his life for a person he didn’t even know. He also proved his courage, in a more personal way, to his family. In 1966 he was told he had leukemia and only a year to live. He immediately started chemotherapy treatment, and I don’t know which is worse—the effects of the disease or the effects of those treatments. In the ensuing year we saw his hair fall out, we saw his skin turn a pasty shade of gray, and we saw him lose so much weight that he seemed to shrivel up into half the size he had been. We didn’t want to see him go out that way. And we didn’t. He fought that disease with all his strength and all his courage. And despite the pain he endured, he never complained. I think about him when I catch myself complaining about my “tons of homework” or a “terrible headache,” and suddenly that homework or that headache doesn’t seem so terrible after all. He lived through that first year, and he lived through eight more. And that disease never stopped him from working, and it never stopped him from caring. All through those years of suffering, he continued to show compassion and tolerance and courage. He died in 1975. And though he left this world without ever making the pages of a history book, he still left the world a great deal. He left to the people who knew him a spirit to exemplify life—a spirit of unconditional, selfless, and truly inspiring love. 16 SAMPLE INFORMATIVE SPEECH “Feng Shui” It’s move-in day. While most everyone is rushing about carrying boxes, computers, TVs, and stereos to make their dorm rooms feel a little more like home, my mom is carrying—wind chimes. Don’t wind chimes belong outside? In a garden? On a patio? Anywhere but a dorm room? My mom had strategically placed them so that each time I opened the door, it would swing into them. It was all because of feng shui. According to Simon Brown, author of Practical Feng Shui, feng shui, which literally means wind and water, “is the art of designing your home to promote success in life, health, wealth and happiness.” Feng shui originated in China over 4,000 years ago and is still practiced throughout the world today. While it may seem like only ancient Chinese philosophers can master this art, even college students like us can learn simple techniques for improving the flow of energy in our dorm rooms, homes, or apartments. With my mom’s enthusiasm behind me, I decided to research this topic some more on my own. First I’ll explain a bit more about what feng shui is and then give you some tips on putting this ancient art into practice. As I mentioned in my introduction, the ancient Chinese art of feng shui is a method of maximizing energy flow by manipulating your environment. Pam Kai Tollefson, director of Feng Shui Design, believes that feng shui changes and harmonizes the environment. There are many components of feng shui, the most important of which is chi. According to Sarah Rossbach, author of the book Feng Shui: The Chinese Art of Placement, chi is defined as the energy flow that connects all things, and it has a profound impact on our lives. Simon Brown describes chi as carrying thoughts, ideas, emotions, dreams, and energy from the environment. Practitioners of feng shui maintain that chi can move through air, people, buildings, windows, and doors. The flow of chi is the basis of feng shui. The aim of feng shui is to improve your chi, which is accomplished by altering your surroundings. There is good and bad chi that flows throughout buildings such as this one. For example, the sharp corners on this lectern create negative chi because sharp corners cause chi to swirl, creating confusion or illness. Another problem in this room is that there are no windows. Sunlight is crucial because it’s the main medium that keeps chi moving. According to its followers, feng shui has many benefits once a home or office is arranged according to the principles of feng shui. Decreased stress and a better night’s sleep are one advantage of feng shui. Improved health, motivation, relaxation, love, and romance can even occur. Feng shui helps create more harmonious family relationships. Overall, it can help you feel more in control and might even win you fame and respect. Nancilee Wydra, author of the book Feng Shui: 150 Simple Solutions for Health and Happiness in Your Home or Office, believes that feng shui is beneficial in the workplace as well. Balanced chi creates a good start to a new career and a growing business, while evenly circulated chi throughout the body can help you become more assertive in the workplace. Now that we’ve taken a look at what feng shui is, let’s put this newfound knowledge into practice. To illustrate, we’ll look at how feng shui works in a typical dorm room. Since 17 we don’t have control over the actual structure of our dorm rooms, we’re forced to work with what we have. Let’s start with the ideal floor covering. Winifred Gallagher, in The Power of Place, says that soft materials slow chi energy and create a relaxing atmosphere. Few dorm rooms are carpeted, so make sure to cover your floor with a soft, fitted carpet. Next, we’ll look at the placement of your bed in your dorm room. In Practical Feng Shui, Simon Brown claims that “the direction you sleep in affects your whole life as well as how well you sleep.” Feng shui recommends having the head of the bed face east because it’s good for career building, ambition, getting things done, and ideal for growth. Or, if you’re having trouble sleeping, try having the head of the bed face the north. This will enhance feelings of peace, tranquility, and spirituality. No matter what direction the head of your bed faces, make sure you can see the door and the window from your bed. Once it’s located in the ideal position, make sure to cover your bed with cotton, linen, or silk sheets to create a harmonious flow. Synthetic materials have a negative effect on chi. Finally, keep your curtains tightly closed at night to slow the flow of chi energy through your window. Now that we’ve looked at the possibilities with what’s already in your dorm room, let’s see what we can add to enhance the already flowing chi. For starters, try adding a wide mirror on one end of your dorm room to reflect the energy across the entire room. Most dorms provide harsh, electric lighting. To soften this light, bring in lamps with shades. You can also add simple elements to enhance the flow of chi. Plants are always a good addition to a room because of their soothing effect. As my mom insisted, try placing wind chimes next to your door so they sound every time you open it. Lurrae Lupone, author of Feng Shui: Therapy for the New Millennium, says that wind chimes cleanse and purify the chi energy already in your room. In addition to hanging wind chimes near your door, you can hang crystals such as this one in a window. The crystals bring energy from the outside environment into your dorm room. Adding water, such as a bowl of water or a fish tank, can also bring fresh chi energy into the room. If you place a bowl of water in your room, place it in the east or the southeast and refill it every day. According to advocates of feng shui, the water element can help you attain your goals and might even help you study for those midterms. Finally, for those of you who tend to be a bit messy, beware. Untidiness slows the flow of chi energy. Make sure to store everything in cupboards or storage areas, and remember to stay organized. In the last few minutes, we have taken a look at one of China’s most time-honored traditions. We’ve seen what feng shui is and then put this ancient art into practice. Although we looked at how feng shui works in a typical dorm room, you can apply the principles of feng shui to your home, office, or apartment. Now as I walk into my dorm room, I no longer cringe at those wind chimes’ loud clanging or avoid touching them at all costs. Instead, I swing the door right into them and smile. It may be noisy, but it sure is good chi. 18 SAMPLE PERSUASIVE SPEECH “Responsible Drinking” “This Bud’s for you.” “Buy that man a Miller.” “It’s the right beer now.” The message you get from beer companies is that you deserve that ice-cold beer when you’re having a good time. On the other hand, you hear, “Drinking and driving can kill a friendship” and “Friends don’t let friends drive drunk.” You easily get the impression that it’s no problem to drink to excess as long as you don’t drive. But I’ve seen students who didn’t drive get carried out of parties on stretchers because they drank until they passed out. I’ve had to put friends in cabs or have them stay over at my home because they drank too much to be able to make it home safely. As a student, I’ve seen firsthand that drinking too much is a problem and my research shows that it’s a growing problem on college campuses. Tonight, I will tell you of the serious problem of excessive drinking by college students. I’ll discuss some causes and I’ll propose a solution. Let’s first examine the problem when college students drink to excess. From my inclass survey, I learned that eleven of you agree that excessive drinking by college students causes serious problems for the college, while only four of you are either undecided or disagree. We’re probably all aware of the dangers of drinking and driving, and we’re becoming increasingly aware of the role of alcohol in acquaintance rape, but let’s turn to some problems you may not have thought about. First, students may use a community’s medical resources if they drink too much. According to an article published in Newsweek, the number of students from Boston University hospitalized for alcohol-related illnesses doubled this year. In addition to causing problems for the community, students may cause problems for themselves if they drink too much. We may skip class, work, or studying due to a hangover. Now you might be thinking, what’s a skipped class here and there? Well, it adds up. According to the Office for Substance Abuse Prevention in Washington, D. C., alcohol is a factor in 21% of all college dropouts. Next, students who drink to excess sometimes injure themselves or others. My survey showed that eight of you have had an alcohol-related injury or you know someone who has. Much more tragic are student deaths caused by alcohol. In February of this year, a student who’d been drinking heavily at a campus party at Princeton University climbed on top of a train that was stopped at the station, and was electrocuted when he touched the train’s live wire. According to the Office for Substance Abuse Prevention, alcohol is the leading cause of death among young adults. Furthermore, of college students currently enrolled in the United States, more than 240,000 will eventually lose their lives to alcohol. Two hundred and forty thousand—that’s the current student population of this university, six times over. Now that we’ve seen how drinking too much is a serious problem for students and their communities, let’s look at some causes. Of course, there are many general causes— from the glorification of drinking that we see in the media, to the tradition of drinking 19 heavily as a rite of passage. But I’d like to discuss some causes that are more specific to college life. College has many activities that are alcohol-centered. Many parties have drinking as a main event or feature drinking games, and we all know the purpose of a bar located within walking distance of a campus is for people to purchase and to consume alcohol. If alcohol is the thrust of the activity, then most people who attend that activity will drink, and no one is setting limits as to how much they should drink. All around the country, Spring Break has become such an alcohol-centered activity that the Surgeon General said, “Spring Break used to be where the boys are.Now, it’s where the booze is.” In addition to alcohol-centered activities, social pressure is a cause. I remember well my initiation into an eating club at Princeton University when I first started in college. Most of my friends were getting initiated that night as well, and we got the message clearly—from each other and from the club—that if we wanted to make it into the club that night, we would have to drink, and drink heavily. Everyone I knew drank a great deal that night. Many of you have also experienced social pressure: I found from my survey that nine of you feel that social pressure has an impact on the amount you drink. Now that we’ve seen how social pressure and alcohol-centered activities can lead to excessive student drinking, I’d like to discuss solutions that address these causes. These are simple solutions that are within your power to use right away. First, you can choose fun activities that are not alcohol-centered. For a friend’s twenty-first birthday, rather than just taking them out for drinks, take them shopping for a special gift. You can go for walks, go to sporting events, or go for bicycle rides to see the view of the city rather than just the view from the bar. You can choose parties and clubs that are alcohol-free. You may say, “Nobody wants to go to activities that don’t involve alcohol,” but this year the Wisconsin Union Directorate offered students a chance to help the poor in Florida, North Carolina, and Texas as an alternative to Spring Break. There were only 40 positions available, but over 120 people applied. Choosing activities is important, but the choice not to drink too much is equally important. So if you attend activities that do involve alcohol, make a decision before the event that you will not drink too much. You can use the buddy system and say to a friend, “Tonight at the party I’ve decided only to have three drinks. If you help me maintain my limit, I’ll help you maintain your limit.” In social situations where there is a lot of pressure to constantly have a drink in your hand, you can alternate an alcoholic drink with a non-alcoholic drink. For instance, I like to drink rum and coke, so what I’ll do is I’ll have one rum and coke and then for my next drink I’ll ask the bartender to fill that same glass with just Coca-Cola. I can easily maintain my limit, and no one else at the party needs to know that I’m not always consuming alcohol. If we recognize that social pressure is a factor in our drinking, we can use it to our advantage to help us drink responsibly. Tonight we’ve learned about the serious problem of excessive drinking by college students and some of its causes, and I do hope you realize that solutions are within your power. Please don’t think I’m against alcohol, but I am advocating responsible use of the drug—and we must recognize alcohol’s power as a drug. Let’s go beyond “Friends don’t let friends drive drunk” to “Friends don’t let friends get drunk.” Be a good friend to the most important person of all—yourself—and if you choose to drink, please don’t drink to excess. 20 Speech “Topic Finder” and Helpful Hints TOPIC FINDER Keep in mind that there is no limit to the number of potential speech topics—the ones listed on these pages are meant to stimulate your creativity, not limit it. Many of these topics are very broad and will need to be narrowed in order to fit the specific assignment and the time allotted for the speech. A Abortion Acupuncture ADHD Adoption Advertising AIDS Air pollution Alcoholism Allergies Alternative energy Alternative fuel vehicles Alzheimer’s disease Amish Animal rights Anthony, Susan B. Antibiotics Aromatherapy Atheists Asteroids Autism Automobiles B Ballet Baseball Beatles Bees Bicycle racing Bilingual education Bill of Rights Birth control Black holes Blood donation Boxing Breast cancer Buddhism Buffalo Bullfighting Butterflies C Diabetes Dickens, Charles Dickenson, Emily Diet drugs Discrimination Disneyland Diversity Divorce Dogs Domestic violence Down’s Syndrome Dracula Drugs Drunk driving Dylan, Bob Dyslexia Caffeine Cambodia Campaign finance laws Camping Canada Canoeing Cancer Capital punishment Cartoons Cats Censorship Chavez, Cesar Chemical weapons Chewing tobacco Child abuse Chinese New Year Chocolate Cinco de Mayo Civil rights Climate change Cloning Cocaine Coffee Comets Computers Consumer protection Coral reefs Crazy Horse, Chief Creationism Crime prevention Cults E E. coli bacteria Earhart, Amelia Earthquakes Eating disorders Eclipses Ecstasy (the drug) Edison, Thomas Einstein, Albert Elderly drivers Electoral college Embryonic stem cell research Emotional intelligence Endangered species Energy conservation Environmental issues Epilepsy Eskimos Euthanasia Evolution Extrasensory perception D Dalai Lama Date rape Dead Sea Scrolls Death penalty Democracy Dentistry Depression Día de los Muertos F 21 Famine Fast food Fatherhood Feminism Feng Shui Fertility drugs Fetal alcohol syndrome Fire protection Floods Food additives Food safety Football Forest fires Fossils Freud, Sigmund Frogs G Galápagos Islands Gandhi, Mahatma Gambling Gangs Gasoline Gay rights Genealogy Genetic engineering Geronimo Gettysburg Ghosts Glaciers Global warming God, existence of Golden Gate Bridge Golden retrievers Grand Canyon Grizzly bears Gulf War Guide dogs Gun control H Habitat for Humanity Halley’s Comet Halloween Handicapped Hate crimes Hawaii Headaches Health issues Health foods Heart disease Heroin Hiking Hindenburg Hip hop Hiroshima Holistic medicine Holocaust Homelessness Home schooling Homosexuality Horror movies Horse racing Hospice Human rights Hurricanes Hypnosis I Ice Age Icebergs Identity theft Illiteracy Immigration India Infant mortality In vitro fertilization Incest Insomnia Insanity plea Iran Iraq Islam Israel Ivory J Jack the Ripper Jaguars Jazz Jefferson, Thomas Jekyll and Hyde Jellyfish Jerusalem Jihad Joan of Arc Judaism Jurassic Period Juvenile delinquency Massage Medical marijuana Medicine Meditation Mental illness Methamphetamine Microsoft Middle East Military Missing children Moon Motorcycles Mountain lions Movie violence Movies Multiple Sclerosis Music K Kaleidoscopes Kangaroos Karate Kayaking Keller, Helen Kennedy, John F. Kentucky Derby Kickboxing Killer whales King Kong Kleptomania Koala bears Koran Korea Ku Klux Klan N NAACP National health care Native Americans Near-death experience Neo-Nazis Nicotine Nightmares Noah’s Ark Nobel Prize Nonfat foods Nuclear power Nuclear weapons Nutrition L Labrador retrievers Ladybugs Lake Tahoe Land mines Laser surgery Laughter Lead poisoning Learning disabilities Leeches Leprechauns Lewis and Clark Life after death Llamas Loch Ness Monster Logging Lottery O Obesity Obsessive-compulsive disorder Oceans Offshore drilling O’Keefe, Georgia Oklahoma City bombing Oil spills Olympic games Opium Oregon Trail Organ donation Organic gardening Organized crime Osteoporosis Ouija boards M Mafia Malcolm X Mandela, Nelson Mardi Gras Marriage Martial arts 22 Ovarian cancer Ozone depletion P Paintball Palestine Pandas Patients’ rights Pesticide use Pet overpopulation Photography Physical fitness Picasso, Pablo Pirates Plastic surgery Polar bears Police Politicians Pornography Poverty Prayer in schools Pregnancy Prisoners’ rights Prisons Pro-choice Pro-life Prostate cancer Prostitution Pulitzer Prize Puppy mills Q-R Quakers Quebec Rabies Racial [in]tolerance Rain forest Rape Reality television Recycling Red Cross Reincarnation Religious freedom Road rage Rock & roll Rock climbing ROTC Runaways Running S Salem witch trials Salmon Same-sex marriage Saudi Arabia Schizophrenia School vouchers September 11 Sex education Sexism Sexual violence Sharks Shoplifting SIDS Sierra Nevada mountains Single parents Sixties (1960’s) Skiing Skydiving Smoking Soccer Solar energy Space exploration Spiders Standardized testing Steroid use Stress Stock market Suicide Surfing Sushi T Tanning salons Tattoos Taxes Tea Teenage drinking Teenage pregnancy Television Television violence Tennis Terrorism Thunderstorms Tibet Tornadoes Tower of London Toxic waste Traffic problems Travel Tropical rain forest Tsunamis Twins Typhoid fever Zoning laws Zoos Zorro U-V UFOs Ultraviolet radiation Underground Railroad Unemployment United Farm Workers United Nations Vandalism Van Gogh, Vincent Vegetarianism Venereal disease Victims’ rights Video games Violence Viruses Vitamins Voting W Walking War War crimes Water pollution Water skiing Weather forecasting Weightlifting Werewolves West Nile Virus Whales White-water rafting Wildlife conservation Wine Witchcraft Women’s rights World Trade Center Wounded Knee X–Y-Z X-rays Yard sales Year-round school Yellowstone Park YMCA Yom Kippur Yosemite Youth culture Zodiac 23 Fear becomes a problem when we do (or don’t do) something to try to avoid feeling it. But when we consciously work with fear, we can actually harness its energy to our advantage. Here are 8 ways to do it. 1. Learn to identify subtle signs of fear. It’s easy to identify fear when we’re about to pass out or throw up or run screaming from the room. But fear has many subtler faces that can be hard to identify. If you’re over-performing, underperforming, or avoiding it altogether, chances are fear’s the reason. Maybe the reason you keep endlessly revising your speech is really the result of fear. Or maybe the reason you can’t find time to start researching or practicing the speech is because of fear. 2. Focus on process instead of results. Fear tends to be focused on projected outcomes, which we cannot control. So, why not use fear as a signal to turn your attention to processes instead? When you give your attention to following through on the goal of deciding on a topic, doing your research, or polishing your performance, you’re creating a forward motion that makes it harder for fear to hold you back. 3. Put perfectionism in its place. Many of us have this idea that we need to be perfect when we do something. Instead, try thinking of your speeches as similar to your fingerprints: each one is a unique pattern that is exclusively yours—not good or bad or better or worse than anyone else’s. Rather than setting “perfect” as a goal, try setting your sights on “finished,” and see if that gives you the peace you need to move forward. 4. Retrain your bad habits bit by bit. If you find yourself avoiding getting started on researching your speech topic—or revising it over and over and over again because you just can’t tell when it’s “finished enough”—maybe the answer is to set some limits with yourself. Tell yourself you’ll work on the speech for 10 minutes, and then go do something else. Whatever happens, happens…and then you’re excused. Decide when you’ll come back to it again, and make yourself stick to it. Then put in another 10 minutes, and stop again. The point is to find your own way to accept and then move through your resistance, and re-train yourself. 5. Do what scares you because it scares you. What is it about public speaking that scares you the most? Take some time to evaluate whether it really has the ability to do you serious harm. Chances are, the answer is “No”…in which case, you need to do the thing you’re afraid of doing until you simply exhaust the fear-energy that surrounds it. Speak publicly at every opportunity, even if it’s just in front of a group of friends. Force yourself to speak up in class…or at meetings…or anywhere else you’d normally stay quiet. It won’t be easy, and it won’t be quick, but if you commit yourself to it, you’ll find your fear diminishing. 24 6. Keep your eyes on the prize. If you have something other than fear to focus on, it’s far less likely that fear will hog the spotlight of your attention. One way to hold your focus elsewhere is to be clear with yourself why you’re doing what you’re doing. Have you chosen this speech topic because you want to learn more about the subject? Is the subject something you truly love and are passionate about? Do you want to get others as interested in it as you are? Focus on those things instead of the fear of actually presenting the speech, and you’ll have a much greater chance of reaching your goals. 7. Be realistic about your worst-case scenarios. Fear exists to keep us safe. If you’re feeling fearful, it’s likely because you’re perceiving danger—and the harder to you try to silence that fear, the louder it will get to try to protect you. Instead, try having a conversation with your fear: YOU: Why can’t I finish work on this speech? FEAR: Because if you call it “finished,” then you might find out it’s no good. If you never finish it, then you never have to risk presenting it. You’ll be safer that way. YOU: What’s wrong with finding out it’s not very good? FEAR: It would mean you’re a bad speaker. YOU: According to whom? FEAR: Your instructor. Your fellow students. YOU: But wouldn’t actually finishing something and getting constructive feedback help me improve, so I could do a better job next time? Your fear will have no choice but to agree! 8. Set your fear of fear free. We all have negative thoughts that creep in when we’re afraid. Your job is to learn to live with the negative stories that get airtime in your mind, without allowing them to limit you. Fear itself isn’t the problem: fearing fear is where we run into trouble. When we acknowledge and then move away from those invented stories that have been dictated to us by fear, we have room to breathe and grow and simply do the best we can. 25 Just how accurate is Wikipedia, and can you trust what it tells you? For colleges and universities across the country, the answer is plain: Not totally, and not always. In fact, most colleges ban student from using Wikipedia as a primary source in their papers, although they are allowed to consult it for background material. That means you need to learn to use Wikipedia as a starting point for your research, NEVER as the final word. Why? Because Internet users—any Internet user!—can add and edit Wikipedia entries. That means the great article you found on Wikipedia about the Kennedy assassination or the Challenger disaster or how silly putty is made could have been edited and changed by the student in the seat next to yours…or their 10 year-old cousin. So, when using Wikipedia, always be on the lookout for possible errors and biases. How can you find this kind of incorrect or suspect information? * Read the text carefully. Misspelling or poor grammar could indicate that the information was added by a sloppy contributor. * Check for missing well-known features of a particular story or concept. * Value statements or citations that aren't credited are almost always suspicious. * When Wikipedia entries have a list of reference sources, the authority of the sources should always be checked using a number of criteria, including: Is the source cited from an institutional Web page or a formal publication of recognized academic, research, education or scholarly institution, such as a university, academic publishing house or journal site? Is the source reference complete? Does the source have an author or is it anonymous? * The Wikipedia label "controversial" posted at the top of the article might indicate that the topic has created conflict and debate. * There may be conflict among contributors even if the article is not labeled "controversial." Signs of conflict can be found under the "history" or "discussion" tabs that come with any Wikipedia entry. If you see this graphic text box on a Wikipedia page, it’s a good sign that the folks at Wikipedia are unsure of the content or have problems with its authenticity…so watch out! ! 26