Public Speaking
Speech 1
ElCamino College
R. Chris Wells
El Camino College Statement of
Values
 Our highest value is placed on our
students and their educational goals.
Interwoven in that value is our
recognition that the faculty and staff
of El Camino College are the College’s
stability, its sources of strength and
its driving force. With this in mind our
five core values are:
_ People
 We strive to balance the needs of our
students, employees and community.
_ Respect
 We work in a spirit of cooperation and
collaboration.
_ Integrity
 We act ethically and honestly toward
our students, colleagues and
community.
_ Diversity
 We recognize and appreciate our
similarities and differences.
_ Excellence
 We aspire to deliver quality and
excellence in all we do.
Attendance
 Attendance at First Class
 Students who enroll in class but do not
attend the first scheduled class meeting
may be dropped from the roster and their
places given to waiting students who were
unable to enroll at the time of registration.
If illness or emergency prevents a student
from attending the first class session, the
student must contact the instructor.
Attendance
 Attendance Without Official Enrollment
 Students will not be permitted to attend
classes in which they are not enrolled.
Exceptions may be allowed by the
instructor for bonafide visitors. Students
who attend a class without proper
enrollment (the student did not property
register or add the class) by the published
deadline will not be permitted to “late add”
the Class except for documented
extenuating and mitigating circumstances.
Attendance
 Attendance Without Official Enrollment
 Students will not be permitted to attend
classes in which they are not enrolled.
Exceptions may be allowed by the
instructor for bonafide visitors. Students
who attend a class without proper
enrollment (the student did not property
register or add the class) by the published
deadline will not be permitted to “late add”
the Class except for documented
extenuating and mitigating circumstances.
Attendance
 Attendance During Semester
 Regular attendance is expected of every student. A
student may be dropped from class when the number
of hours absent exceeds the number of units assigned
to the course. However, it is ultimately the
responsibility of the student to officially drop the
class. This rule also applies to excessive absences
due to illness or medical treatment. The student who
has been absent due to illness or medical
appointment must explain the absence directly to the
instructor. The student who has been absent due to a
communicable disease or quarantine must report
directly to the Health Center for clearance before
returning to classes.
Cheating or Plagiarism
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The El Camino College faculty, staff and administrators are
dedicated to maintaining an optimal learning environment
and will not tolerate academic dishonesty. To uphold the
academic integrity of the institution, all members of the
academic community, faculty and students alike, must
assume responsibility for providing an educational
environment of the highest standards characterized by a
spirit of academic honesty. The following statement is part
of Board Policy 5138, Standards of Conduct: “Dishonesty,
including but not limited to cheating, plagiarism or
knowingly furnishing false information to the college.’’ When
there is evidence of cheating or plagiarism in classroom
work, students may receive an F for that piece of work or
may be suspended from all classes for that term and the
following term if deemed appropriate.
Examples of Cheating or
Plagiarism are:
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Representing the words, ideas or work of another as one’s own in any
academic exercise (plagiarism), including the use of commercial term paper
companies;
Copying or allowing another student to copy from one’s paper or answer
sheet during an examination;
Allowing another individual to assume one’s identity for the purpose of
enhancing one’s grade in any of the following: testing, field trips or
attendance;
Falsifying or attempting to falsify attendance records and/or grade rosters;
Changing answers on a previously scored test, assignment or experiment
with the intent to defraud;
Inventing data for the purpose of completing a laboratory experiment or
case study analysis with the intent to defraud;
Giving and/or taking information during an examination by any means such
as sign language, hand signals or secret codes;
Obtaining copies of notes, exams or exam questions by any means other
than distribution from the instructor. (This includes copying and removing
exam questions from the classroom for any purpose.);
Using study aids such as calculators, tape recorders or notes that have
been specifically prohibited by the instructor.
Effective Speaking
Speech Communication 1
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Instructor: R. Chris Wells
Email: rwells@elcamino.edu
Office: Music 132A
Phone: 310 660-3723
Catalog Description:
 This course covers the fundamentals
of speech communication. Emphasis
is placed on organization, evidence,
logic, and performance techniques.
Students will organize and present
speeches based on various topics and
applications.
Text:
 Sprague & Stuart, The Speaker's
Compact Handbook
Course requirements:
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1. I believe Speech; 3 to 5 minutes, Evaluated. 0 points.
2. Informative Speech; 5 to 7 minutes, using “The Classical
Pattern,” 100 points.
3. Persuasive Speech; 5 to 7 minutes using "Monroe's Motivated
Sequence," 100 points.
4. Oral Report; 5 to 7 minutes. Research based article from a
current communication journal and one page handout for class,
100 points.
5. "Entertaining" or "Stimulate or Impress," 5 to 7 minutes. 100
points.
6. Cross-Examination Debate; Matched argumentative
presentation with Cross-examination. 15 to 20 minutes (2
Speakers). 100 points.
7. Speech Evaluation; written evaluation of outside speakers, see
“Post Communication,” 50 points each. Two speakers, 100 points.
8. Final Exam; 100 question objective exam based upon lecture
and text. 100 points.
Attendance:
 Five points will be deducted for each
class hour missed in which there are
student speakers. Students who are
absent more than 20% of class hours
for any reason will not receive a
passing grade in the class. Students
are expected to arrive at the time the
class begins. Excessive tardiness will
also affect grade
Other assignments
 Other assignments at the whim of the
instructor to provide pace and
understanding of human
communication; impromptu speaking
opportunities, quiz activities, etc. Up
to 100 points.
Grading
 A<=90%> B<=80%,>C<=70%>
D=60%>F of possible points.
POST COMMUNICATION
Criticism and evaluation
 1. What kind of speech was it?
 Deliberative: which refers to political oratory in
legislative assemblies? Generally discussing future
policy.
 Forensic: which refers to the kind of speech that
occurs in judicial proceedings, as, for example,
counsel’s summation to a jury? Generally discussing
the facts of the past.
 Epidictic: which refers to an effort to praise or
dispraise something, whether that is a person or a
policy. Generally discussing the “here and now.”
POST COMMUNICATION
Criticism and evaluation
 2. Define the demographics (the
observable characteristics of the
audience) and psychographics (the
lifestyles of the audience).
POST COMMUNICATION
Criticism and evaluation
 3. What was the speaker’s perception of the
target audience’s attitude toward the
speaker’s thesis?
 Predetermined action for (stimulate or
impress speech), predetermined belief for
(persuasive speech), predetermined
belief against (informative speech), or
predetermined action against
(entertaining speech)?
POST COMMUNICATION
Criticism and evaluation
 4. Evaluate ethos as demonstrated in
the speech. What did the speaker do
to demonstrate they are a person of
good character? How did they
demonstrate their expertise,
trustworthiness, dynamism and/or
sociability?
POST COMMUNICATION
Criticism and evaluation
 4. Evaluate ethos as demonstrated in
the speech. What did the speaker do
to demonstrate they are a person of
good character? How did they
demonstrate their expertise,
trustworthiness, dynamism and/or
sociability?
POST COMMUNICATION
Criticism and evaluation
 5. Evaluate pathos as demonstrated
in the speech. What did the speaker
do to cause emotional reactions in the
audience? Did they promote fear,
anger, sadness, happiness, or other
emotions? Was the speaker
passionate?
POST COMMUNICATION
Criticism and evaluation
 6. Evaluate logos as demonstrated in
the speech. What did the speaker do
to demonstrate sound reasoning
(inductive and/or deductive)? What
type of evidence did they use to
support their claims? How did they
link claims to evidence?
POST COMMUNICATION
Criticism and evaluation
 7. Evaluate taxis as demonstrated in
the speech. How was the speech
organized? Why do you think the
speaker choose this organizational
style? Was it effective?
POST COMMUNICATION
Criticism and evaluation
 8. Evaluate Lexis as demonstrated in
the speech. What language did the
speaker use to illicit personal
semantic reactions? Do you believe
that the speaker’s word choice was
purposeful and effective?
POST COMMUNICATION
Criticism and evaluation
 9. Contrast the speakers "point of
view" to your "point of view."
The Classical Pattern
Halford Ryan, Classical Communication For the Contemporary Communicator
 Introduction Cicero held that a convincing
introduction would make the audience well
disposed, attentive, and teachable. Unlike
an introduction for a basic persuasive
speech, the classical exordium does not
include any adjusting or previewing
language. Such adjusting or previewing
language would ruin the efficacy of the
pattern by divulging its organizational
strategy.
The Classical Pattern
Halford Ryan, Classical Communication For the Contemporary
Communicator
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Narrative In legal oratory, the purpose of the narrative was to tell
about the crime, to relate the motives of the accused and
defendant, to render the scene, and to dispose the listeners
toward the speaker. However, the narrative form is
easily transferable to other kinds of speeches. The narrative is a
rhetorical story that the speaker constructs so that the audience
perceives reality, not necessarily as it was or is, but as the speaker
wants it to be. A plaintiff would narrate the crime from his
perspective while portraying the defendant in the most unfavorable
light. The defendant would talk about the scene from his viewpoint
while taking care to malign his adversary as much as
possible. Narratives should be real. A story about an actual event
can be documented. Conjectural narratives run the risk of being
too removed from reality and apparently made up. Narratives
should be constructed to portray the speaker or the cause in the
most advantageous light.
The Classical Pattern
Halford Ryan, Classical Communication For the Contemporary
Communicator
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Arguments In the arguments section you marshal the evidence in
favor of your proposal. Depending on your time limits, you can
generally select three or four proofs to advocate your thesis. Then
you develop the arguments as main heads with reasoning and
analysis, quotations, and transitional materials to get the audience
from main head to main head (e.g., "The major reason for tax
incentives is...," "Another ground is...," "And the last justification is
as follows ....").
When beginning to write your speech, you will probably have some
arguments that you want to present. As you research your topic,
you might find additional or better arguments to support your
thesis. When you have completed your research, you need to use
the arguments, backed by the strongest evidence you could
discover, that will best persuade the audience.
The Classical Pattern
Halford Ryan, Classical Communication For the Contemporary
Communicator
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Refutation After the speaker has presented all of the proofs for the case, he or she
then turns the audience's attention to the refutation section. As with the proof, three or
four refutations should suffice for most student speeches.
The refutation can serve two functions, which can be combined if you desire:
1. You can use the refutation to refute objections that the audience probably has
against the proposal or thesis. Here is where you target neutrals and especially
opponents. As you conduct the research for your speech, with the primary emphasis on
securing evidence for your proposal, you often come across opinions that reflect
opponent's arguments against your stance. These positions can form some of the basis
for your refutation as you seek additional reasons and evidence to rebut the
opposition's s views.
2. You can use the refutation to attack your opponent or the
opposition. You should be forewarned that some speakers misuse the refutation to
attack adversaries personally. This is called argumentum ad personam, because the
speaker attacks the opponent personally rather than the opponent's reasoning and
analysis. The idea is that if you can discredit your antagonists, you denigrate their
arguments as well...
The refutation can also be misused in another fashion. Some speakers combine an
attack on opposing arguments with an attack on the opponents.
The Classical Pattern
Halford Ryan, Classical Communication For the Contemporary
Communicator
 Conclusion Rather than a straight
summary, the conclusion functions
better as an appeal to action or a
charge that the audience changes its
beliefs. It strives for a heightened
impression to make an outstanding
effect.
Preparing Persuasive Speeches
Monroe's Motivated Sequence
 I. Attention
The functions of the attention are to
create interest in the topic and desire
to attend to the problem, to establish
your credibility and connection to the
topic, and to address the audience's
psychological states or
predispositions to the topic.
Preparing Persuasive Speeches
Monroe's Motivated Sequence
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II. Need
The purpose of the need step is to create or develop the
problem. It is an analysis of what is wrong and how these
wrongs affect the individual's interests and desires. In this
step you relate your subject to the vital concerns and
interests of your audience. The need step should: 1. State
need—a clear statement of need or problem 2. Illustrate—
use examples that describe the need 3. Elaborate—use
additional examples and supporting materials (statistics and
testimony)
to show extent of need; you must show your audience how
this is a severe problem 4. Point—use convincing
demonstrations of how the need directly affects the
audience's health, happiness, welfare—motivational appeals
work well here
Preparing Persuasive Speeches
Monroe's Motivated Sequence
 III. Satisfaction
The purpose of this statement is to state the
proposition (what you want audience to think, believe,
or do) that will alleviate the problem and satisfy
individuals' interests, wants, desires. In this step you
should 1. State the proposition—what you want from
the audience 2. Explain your proposal 3. Show how it
meets the problem pointed out in the need step 4.
Give examples showing how the proposal (your idea)
has worked or can work effectively—use facts, figures,
and the testimony of experts
Preparing Persuasive Speeches
Monroe's Motivated Sequence
 IV. Visualization
The function of the visualization step is to intensify
desire and seek belief or action from your audience.
To accomplish this you need to project into the future
and describe the results of your solution (the
satisfaction step). The visualization step should
describe 1. Vividly what the world would look like
and/or feel like if the proposition was believed or
followed or 2. What the world would look like if the
proposition was not believed or followed. You must
state the benefits of the proposition; it is optional to
describe the dangers of not accepting the proposition.
Preparing Persuasive Speeches
Monroe's Motivated Sequence
 V. Action
This step is a final call for commitment or a
call to action. As in the conclusion of an
informative speech, you should restate the
proposition or thesis and end with a
clincher-type statement. The action step
may use one or more of the following
devices: 1. Challenge or appeal 2.
Quotation 3. Illustration 4. Summary of
Proposition 5. Steps to achieving
proposition
Grading Criteria for Speech
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I. Normally, an average speech ("C" grade) should meet the
following standards:
A. Should conform to the type of speech assigned (informative,
persuasive, entertaining, etc.)
B. Should conform to the time limit (5 to 7 minutes, for example)
C. Should exhibit sound clear organization, (Introduction, body,
conclusion, transitions)
D. Should fulfill special speech requirements, such as:
1. A minimum of three sources used in research and cited in
speech.
2. No more than one page of notes.
3. Extemporaneous delivery during the speech.
4. 80% eye contact with audience.
F. Exhibit reasonable directness and communicativeness.
G. Be correct grammatically and correct in pronunciation and
enunciation using college level American English.
H. Be ready for the presentation on the day assigned/selected.
Grading Criteria for Speech
 II.The better than average speech ("B" grade) should
meet the above tests AND ALSO:
A. Be of more than average simulative quality in
challenging the audience to think or in arousing depth
of response.
B. Demonstrate a mastery of research of the topic
(more than three sources) and analysis and
understanding of the topic as it relates to the
audience.
C. Demonstrates a unique an effective approach in
dealing with the topic.
D. Should contain elements of vividness and special
interest in its style.
E. Should establish a rapport of the highest order with
the listeners.
Grading Criteria for Speech
 III. The superior speech ("A" grade) not
only meets the foregoing standards BUT
ALSO:
A. Constitutes a genuinely individual
contribution by the speaker to the thinking
of the audience.
B. Exhibits a mastery of all of the above
standards.
C. Demonstrates such superior quality work
that it becomes something of a
“benchmark" for the achievement of others.