SC105: Fundamentals of Oral Communication
Instructor: Mrs. Brooke Hildebrand Clubbs
e-mail:bclubbs@semo.edu; bclubbs@charter.net
Office: GB 217 A; phone: 651-2241 (dept)
Course Websites : http://cstl-cla.semo.edu/bclubbs ;
http://courses.semo.edu/oralcomm/
FALL OFFICE HOURS:
8:30-10:30 on Monday and Wednesday
AND 15 minutes before and after night class
Course Objective: To introduce students to the principles and theories of effective
public communication and to nurture students’ abilities as speakers, listeners,
researchers and critical thinkers.
STUDENT LEARNING OUTCOMES:
SLO 1: Relying upon the skills inherent to information literacy, the student will locate
and gather credible information utilizing the latest technology (such as library
subscription databases and advanced searches of the Internet) as well as traditional
sources (such as interviews).
SLO 2: As a part of communicating effectively, the student will structure a speech with a
well-stated thesis statement, main points/ideas, subpoints (as needed), transitions,
preview, and review—all of which culminate into a coherent framework.
SLO 3: Utilizing critical thinking skills and meeting accountability as a responsible
communicator, the student will adequately develop the main points/ideas advanced in a
speech with a variety of quality supporting materials, such as examples, statistics,
testimony, definition, and comparison.
SLO 4: As a part of communicating effectively, the student will generate visual support
to effectively present content during the delivery of a speech.
SLO 5: As a part of communicating effectively, the student will present a speech
employing extemporaneous delivery skills.
Text: Public Speaking and Civic Engagement
Other Supplies: Three ring binder for your course materials; paper and pen for taking
notes; note cards for giving speeches; SD card if you would like a video copy of your
speeches.
Total Points Possible:
Written Assignments:
Brown Bag Speech Outline Workshop
25 points
Comprehensive Outline for Brown Bag
50 points
Speaking Notes Outline for Brown Bag Speech
25 points
Informative Speech Outline Workshop
25 points
Comprehensive Outline for informative speech
50 points
Speaking Notes Outline for Informative Speech
25 points
Persuasive Symposium Outline Workshop
25 points
Comprehensive Outline for Persuasive Symposium
50 points
Speaking Note Outline for Persuasive Symposium
25 points
Rhetorical Analysis
75 points
Final Self Analysis
25 points
Speaking Assignments:
Brown Bag speech
Informative speech
Persuasive speech
“Roll Call” speaking & presentation attendance
(10 @ 10 pts each)
Responses, Reading Guides, etc.:
Ch 1 and 2 response
3,4 and 5 guide
Chapter 6 Response
7,8 and 9 guide
10 and 14 guide
11 and 12 guide
Ch 13 response
15 and 16 guide
17 and 18 guide
100 points
100 points
100 points
100 points
35 points
35 points
35 points
35 points
25 points
25 points
35 points
25 points
25 points
Total:
1075 points
We will discuss the requirements for each of our assignments
in detail as they arise.
Extra Credit: Any and all Extra credit opportunities will be announced in class.
No other extra credit will be given. (i.e. no “gifts” at the end of the semester)
Policies for the Course:
I will uphold University policies regarding Civil Climate; Academic Dishonesty;
Attendance; Incompletes; Withdrawal, etc. Consult the Undergraduate Bulletin
for more information.
Absence
1.
2.
3.
4.
5.
6.
In the event of your absence: You may complete a reading
guide early and e-mail it to me but you may NOT turn one
in after the rest of the class has completed it.
The roll call speaking points cannot be made up.
If you know ahead of time you will miss a day you are
scheduled to speak, contact me to reschedule as soon as
possible.
If you must unexpectedly miss on a date you are scheduled to
present one of your major speeches (brown bag, informative,
persuasive), you will have to appeal with documentation for
an excused absence in order to make up the presentation.
Documentation of an absence includes: doctor or nurse’s
note, pharmacy bill, ticket/summons, towing or mechanics’ bill,
obituary or memorial service program. OVERSLEEPING IS
NOT AN ACCEPTED EXCUSE. Please contact Learning
Assistance Services (651-CARE) in case of emergency
prolonged absence.
You will only be granted an excused absence for a
presentation ONLY ONCE.
Assignments
1. Students must submit an outline AT LEAST 24 HOURS before they
are scheduled to present a speech. I need to evaluate your work
before you can get up and speak in front of the class. YOU WILL NOT
BE ALLOWED TO SPEAK IF YOU HAVE NOT TURNED IN AN
OUTLINE. ***
2. Submit by the due date or no credit will be given. Late outlines will be
accepted; NO points will be given. (See absence policy above)
3. Have a backup copy of all submitted work.
4. Do NOT send me an attachment If you must send something via e-mail,
do so by copying it into the e-mail message!
5. Everything but reading guides must be TYPED neatly. If I cannot read
your handwriting on the reading guides, I will ask you to type them as well.
Any work not typed as requested will be not be accepted.
Punctuality: Arriving on time to class also is important: tardiness is disruptive. I
will consider it rude of anyone who is chronically late; however, I will consider it
even ruder for anyone to enter the class while one of their classmates is
speaking! Please wait outside the door until your classmate has completed
his or her presentation. (It’s allowed to walk in on me.)
Participation: PLEASE REMOVE EAR BUDS AND SILENCE CELL PHONES.
DO NOT TEXT MESSAGE DURING CLASS. I expect you to contribute to class
discussion-helping raise our collective awareness & enhance our learning. I
expect you to tune into the class and not distract others. You will need to fulfill
your responsibilities during any cooperative learning. Your attendance record
and contributions will influence my judgment if you are “borderline” with the final
grade.
Plagiarism: Plagiarism is any attempt to pass off someone else’s work or ideas
as your own. Any attempt to do this will result in a ZERO for that assignment.
Please don’t ever do this. Ever.
Help for Writing Assignments: While I will do my best to explain and discuss your
writing assignments, additional help may be needed. Contact the Writing Center
in Kent Library (651-2159). To submit a draft to the Writing Center, please visit:
http://ustudies.semo.edu/writing/owl/bu/submitDraft/submitDraft1.asp.
Students with special needs: I will do my best to facilitate learning and enhance
the educational experience for every student. In order to provide optimum
assistance for a student with special needs, I will need to coordinate my efforts
with those of Disability Support Service (651-CARE). Please contact that office
and share their recommendations with me
More than a little anxious?
Contact University Counseling Services at 986-6191 or ucs@semo.edu
In closing,
Remember that it is your responsibility to remain in communication with
me. I want every student to succeed. I really do. But, I am not a mindreader, a life-counselor or a detective. We will have to work together!
Syllabus FAQ
1. Sorry I couldn’t make it to class. Can I still turn in my reading
guide?
No. You can turn them in ahead of time, but not after since we go over all the
answers in class.
2. Sorry I couldn’t make it to class. Can I still give my speech?
Yes, we can reschedule your speaking time but IF and ONLY IF you can
provide documentation such as a mechanics’ bill or doctor’s note and IF and
ONLY IF it is your first time to have to reschedule a speech.
3. Sorry I didn’t turn in my outlines, but I am ready to speak today.
Can I go?
No. For the common good, I need to evaluate your outline at least 24 hours
before you speak so I can give you notes and suggestions for improvement.
4. Sorry I can't come to class. I have attached my homework to this
e- mail. Is that okay?
No. Please copy and paste whatever you are sending me into the body of the email.
5. Sorry, I couldn’t make it to class/I have to leave early/I have to
come late. What did I miss?
Well, at least you didn’t ask if you would miss anything “important.”The answer is
to consult your course calendar for assignments and ask a fellow student for
notes.
FALL TUES-THURS CALENDAR
WEEK ONE
Tuesday August 21: Class Orientation and explanation of first assignment*
Thursday August 22: Brown Bag Speech Rough Draft in Class
(Extra Credit Opportunity: Speakers’ Showcase)
WEEK TWO
Tuesday August 28: Brown Bag Final Draft Due*
Thursday August 30: Chapter 1 and 2 Reader Response Due
WEEK THREE
Tuesday September 4: Ch. 3, 4 and 5 Due*
Thursday September 6: Ch. 6 Reader Response Due; Final Drafts Returned
WEEK FOUR
Tuesday September 11: Brown Bag Presentations
Thursday September 13: Brown Bag Presentations
WEEK FIVE
Tuesday September 18: Ch.7, 8 and 9 Guide Due; Informative Speech Explained*
Thursday September 20: Ch. 10 and 14 Guide Due
WEEK SIX
Tuesday September 25: MEET AT KENT LIBRARY: Informative Rough Draft/Library
Thursday September 27: Exercise Informative Final Draft Due; Rhetorical Analysis Explained*
WEEK SEVEN
Tuesday October 2: Ch.11 and 12 Guide Due*
Thursday October 4: Ch. 13 RR Due
WEEK EIGHT
Tuesday October 9: Final Drafts Returned; in-class work day
Thursday October 11: FALL BREAK
WEEK NINE
Tuesday October 16: Informative Presentations
Thursday October 18: Informative Presentations
WEEK TEN
Tuesday October 23: Informative Presentations
Thursday October 25: Informative Presentations
WEEK ELEVEN
Tuesday October 30: Rhetorical Analyses Due and Persuasive Assignment Explained*
Thursday November 1: Persuasive Speech Rough Draft in Class
(Extra Credit Opportunity: Low Lecture)
WEEK TWELVE
Tuesday November 6: Symposium Work Day *
Thursday November 8: Ch. 15 and 16 Due
WEEK THIRTEEN
Tuesday November 13: Persuasive Final Drafts Due; Symposium Work Day*
Thursday November 15: Symposium Work Day (Mrs. Clubbs at NCA)
WEEK FOURTEEN
Tuesday November 20: Ch 17 and 18 Due; Final Drafts Returned; in-class work day*
Thursday November 22: THANKSGIVING
WEEK FIFTEEN
Tuesday November 27: Persuasive Symposiums
Thursday November 29: Persuasive Symposiums
WEEK SIXTEEN
Tuesday December 4: Persuasive Symposiums
Thursday December 6: Persuasive Symposiums
FINALS WEEK (Self-Analysis in Class)
8 AM: 8 AM Tues Dec 11; 12:30: NOON on Tues Dec 11; 9:30 AM: 8 AM Thurs Dec 13
FALL NIGHT CLASS CALENDAR
WEEK ONE
Monday August 20: Class Orientation and explanation of first assignments;
Brown Bag Speech Rough Draft in Class *
WEEK TWO
August 27: Chapter 1 and 2 Reader Response and Brown Bag Final Draft Due*
(Extra Credit Opportunity: Speakers’ Showcase)
WEEK THREE: NO CLASS BECAUSE OF LABOR DAY
WEEK FOUR
September 10: Ch. 3, 4 and 5 Due*; Final Drafts Returned
WEEK FIVE
September 17: Brown Bag Presentations
WEEK SIX
September 24: Ch.7, 8 and 9 Guide and Ch. 6 Reader Response Due; Informative Speech Explained*
WEEK SEVEN
October 1: MEET AT KENT LIBRARY: Informative Rough Draft/Library Exercise
WEEK EIGHT
October 8: Informative Final Draft Due; Rhetorical Analysis Explained*
WEEK NINE
October 15: Ch. 10 and 14 Guide Due; Final Drafts Returned*
WEEK TEN
October 22: Informative Presentations
WEEK ELEVEN
October 29: Informative Presentations
(Extra Credit Opportunity: Low Lecture)
WEEK TWELVE
November 5: Rhetorical Analyses and Ch.11 and 12 Guide Due; Persuasive Assignment Explained*
WEEK THIRTEEN
November 12: Ch. 15 and 16 Due; Persuasive Speech Rough Draft in Class*
WEEK FOURTEEN
November 19: Ch. 13 RR and Final Draft Due; Symposium Work Day*
WEEK FIFTEEN
November 26: Ch 17 and 18 Due; : Final Drafts Returned; Symposium work day*
WEEK SIXTEEN
December 3: Persuasive Symposiums
FINALS WEEK
December 10: Persuasive Symposiums and Self Analyses
*denotes roll call speaking
Reader Response to Chapters 1 and 2: Public Speaking and Democratic
Citizenship and The Ethical Public Speaker
Type a personal response to each of the questions.
Use full sentences and good paragraph structure.
1. On the Southeast campus, what activities, clubs or other special
opportunities invite students to participate in civic affairs? Offer at least
two examples. (10 points)
2. Do you agree that Americans are less politically involved and
community spirited than a few decades ago? Why or Why not? (10
points)
3. How would you define the term plagiarism, and what are the
differences between deliberate and “accidental” plagiarism? (10
points)
4. Define demagoguery and give an example of someone you consider
to be a demagogue of today. (5 points)
Reading Guide Chapters 3,4 and 5
Fill in the blanks
(10 points)
1 A speech is successful only if it benefits both the__________
and the __________.
2 When you are preparing yourself to speak, you need to know
your __________, know your __________ and know the
__________.
3 In most speaking situations, a little anxiety can be a
__________ thing.
4 After a ten minute presentation, a typical audience member only
recalls __________ percent of the information presented.
5 Passivity Syndrome is rooted in the belief that public speaking is
a _________ -__________ street.
6 6. The ability to think discerningly about visual images is called
__________ __________.
7 Demographics represent __________; not absolute predictors
of behavior.
8 We can understand and develop tactics for listener involvement
by using __________ __________ of basic needs.
9 The following is an example of what type of survey question?
“Are you registered to vote? _____ Yes _____ No _____Not Sure”
10. The following is an example of what type of survey question?
“How often do you exercise each week?
_____5-7 times _____2-4 times ____at least once _____less than once”
Essay and short answers
1. What is communication apprehension? What are some of the ways the book
suggests to deal with this apprehension? Do you agree or disagree that
preparation is one of the most significant factors in reducing communication
apprehension? Why? (10 points)
2. Name at least five problems that audience members experience when
listening to a public speech. Give an example of each (10 points)
3. What are the nine elements of audience demographics as discussed in your
text? (5 points)
Reader Response to Chapter 6: Developing Significant Topics
Type a personal response to each of the prompts.
1. Make a list of potential topics for your informative and persuasive
speeches by conducting a self inventory. Consider personal concerns and
community issues, intellectual and educational interests, career goals,
leisure activities and interests, as well as topics of public concern.
(10 points)
2. Using your list, discern a good topic that could have both an informative
and persuasive purpose. Craft two specific purpose statements using the
same topic. One should be informative; the other persuasive. (Look at the
examples on page 148 in the first paragraph for help.)
(10 points)
3. Using your specific purpose statements, construct thesis statements for
each speech. (Look at the examples on page 154 if you need help.)
(10 points)
4. List two alternate topics in case your first choice is not approved.
(5 points)
Reading Guide: Chapters 7, 8, and 9
Fill in the blank
(10 points)
1 Finding relevant information is a __________-__________
pursuit.
2 __________ __________ is ability to recognize when
information is needed and to locate, evaluate and use
effectively the needed information.
3 If you quote material, you need to reveal the source of the
information __________ your presentation.
4 __________ are data that can be verified by observation.
5 __________ provide concrete frames of reference and interject
life and meaning into the ideas you are communicating.
6 It is often helpful to translate a statistic into ________________ terms.
7 Two of the three types of testimony are _________ and
_________.
8 With a _________ organizational pattern, you begin with a
specific point in time and then move forward or backward.
9 With a __________ organizational pattern, you arrange ideas in
a pattern that emphasizes distinct topics.
10 First, next and finally are examples of transitional devices known as
___________ .
Essay and short answer (each group member turns in individually)
1. Make a list of two people or groups you could really interview about your
topic: one in person and the other by e-mail. Be sure to list their
qualifications and describe why they would be a good person/organization
/group to contact. (10 points)
2. Keeping in mind the guidelines discussed in Chapter 7, type out a list of
questions you would bring with you for the personal interview. (5 points)
3. Type out a sample of your e-mail---including subject line, the entire body
and closing. (10 points)
Reading Guide Chapters 10 and 14
Fill in the blank
(5 points)
1 A __________ outline is a diagnostic tool that helps you see
where you’ve been and where you are going as you brainstorm,
reflect and research.
2 A _________ outline is the blueprint of the speech you will give.
3 A ________ -___________ outline is the one you use when you
deliver your speech.
4 You should address the matter of relevance in the __________
of your speech.
5 It is unethical to camouflage a __________purpose by portraying it as
__________.
Essay and short answer
1. List and describe three functions of an informative speech. (10 points)
2. List and describe four types of informative speeches. (10 points)
Reading Guide Chapters 11 and 12
Fill in the blank
(5 points)
1. A __________ is a comparison using “like” or “as.”
2. __________ is a repetitive pattern of initial sounds.
3. __________ questions pique the audience’s curiosity and stimulate thinking.
4. Your rate of speaking should be determined by your audience’s _________.
5. _________ refers to the highness or lowness of your voice on a musical scale.
Essay and short answer
1. Describe the difference between “sounding good” and “being sound.”
(5 points)
2. What is wrong with using expressions such as “it goes without saying” and
“due to the fact that” when you give a speech? In addition, give some examples
of clichés, expressions or phrases that personally drive you crazy! (5 points)
3. List the four types of delivery styles and some of their characteristics.
(10 points)
Reader Response for Chapter 13: Supporting Your Ideas Visually
Type a personal response to each of the questions.
Use full sentences and good paragraph structure.
1. Make a list as you brainstorm idea for visual aids to use in your
speeches, considering all the options discussed in Chapter 13. (10 points)
2. Describe which option(s) you have chosen and why. (10 points)
3. Make a specific list of the slides or graphs you will need to make and/or
specifically cite the sources for any pictures, graphs, videos, etc. you plan
to use. Use MLA format for your citations. Remember, saying “video from
YouTube” is like saying “book from the library.” You need to be specific!
(15 points)
Reading Guide Chapters 15 and 16
Fill in the blank
(5 points)
1. Issues of ________ typically involve questions of existence, scope or
causality.
2. Issues of __________ focus on what we consider good or bad, right or wrong,
just or unjust, moral or unmoral.
3. Issues of __________have to do with our actions in the future: there is
something wrong in our world and we need to correct it; we have a problem that
needs to be solved.
4. _________ are the debatable assertions put forward by a speaker.
5. Statistics and testimony are examples of ___________.
Essay and short answer
1.
Define public controversy and give an example. (10 points)
2.
Define ethos and describe four major qualities that contribute to a
positive ethos. (10 points)
BONUS worth up to 10 points:
Are the fallacies discussed in this book always errors in reasoning?
Examine either an appeal to popular beliefs or an appeal to tradition and
determine if either can ever be reasonable or legitimate.
Reading Guide Chapters 17 and 18
Fill in the blank
(5 points)
1. If you learn you are to receive an award, you should prepare a speech of
_________.
2. Make your speech more lively and interesting using ________ language.
3. Conflict is not so much to be __________ or feared, as __________
constructively.
4. A __________ ___________ is a format in which the participants interact
directly and spontaneously under the guidance of a moderator.
5. In a __________, speakers prepare brief speeches representing their
viewpoints which they deliver in turn without interruption or interaction.
Essay and short answer
1. List two types of special occasion speeches and give an example of a time
you personally might be called upon to deliver it. (20 points).
Requirements for SC-105 Speech #1:
Brown Bag Speech
 This assignment is a speech of introduction that you will present to the
class. You will put three items into a “brown bag”, then pull them out and
describe the meaning of each one. The first item will relate to your past.
The second is in regards to your present. The third represents your future.
The items may be literal (your apron from your current part-time job)
sentimental (a locket from your grandmother who raised you) or symbolic
(a blank piece of paper symbolizing a fresh start when you graduate).
 This is a way for us to get to know one another beyond “name, major and
year in school.” So, when you describe your objects and their meaning, be
specific and detailed.
 This assignment is also a chance for you to use your newly acquired skills
of transition! Be sure to preview in your introduction, signpost in the body
of your speech, and summarize in your conclusion.
 The speech should be extemporaneous in style and 3-5 minutes in length.
 The rough and final draft of the comprehensive outline should be
submitted to me according to the model provided. You will use your
keyword outline as you speaking notes and turn it in following your
speech.
SC-105 Speech #1:
Brown Bag Speech Rubric
Organizational Structure:
Intro
/10
Did they include their name, a thesis and a preview of their main points?
Body
/10
Did they have a good chronological organizational pattern?
Conclusion
/10
Did they review their three main points?
Transitions
/10
Did they use “signposts”, such as “first,” “next”, etc.? Were they internal reviews and
previews?
-------------------------------------Total:
/40
II. Information:
3 Objects
/10
Did they actually bring in three physical objects to represent or symbolize parts of their lives?
Did it seem like they put some thought into choosing the objects?
Details
/30
How much information did they provide with each object? Did they give you better insight into
who they are? Did you feel like what they shared was appropriate and relevant?
-------------------------------------Total:
/40
III. Extemporaneous Style
Eye Contact
/10
Were they looking up at the audience or buried in their paper? Did they look at the whole
audience?
Delivery
/10
Did they have a good, conversation style or did it seem like they were reading? Did they
speak at a volume and rate that made them easy to understand?
----------------------------------------Total:
/20
TIME:
Time limit is 3-5 minutes. One point is deducted for every 10 seconds under 3 or over 5.
TOTAL:
/100
Requirements for Sc-105 Speech #2:
The Informative Speech
 In this assignment, you will be informing your audience about a specific
topic. Keep in mind that you will later use this topic to construct a
persuasive speech.
 You must construct your speech so that it consists of an introduction, a
body containing three main points, and a conclusion.
 You need to cite at least five different sources within your speech; limit
web sites; wikipedia does not count as a source
 You should speak extemporaneously.
 You must construct your speech so that it is no less than five and no more
than seven minutes in length.
 Up to ten bonus points will be given for the use of a visual aid
 The rough and final draft of the comprehensive outline should be
submitted to me according to the model provided. You will use your
keyword outline as you speaking notes and turn it in following your
speech
SC-105 Speech #2: Informative Speech
Organization:
Introduction
10
9
8
7
Did they have an attention-getter, thesis and preview?
6-0
Transitions
10
9
8
7
6-0
Could you always tell where they were because they used signposts or internal reviews and previews?
Conclusion
10
Did they have a summary?
9
8
7
6-0
Organization Total: /30
Information:
Content
20
15
10
5
0
Was good, quality information presented? Did any of it seemed biased or persuasive? Did you learn
something?
Source #1
5
4
3
2
1
0
Did they state the name of the source during the speech? Was it a quality source?
Source #2
5
4
3
2
1
0
Source #3
5
4
3
2
1
0
Source #4
5
4
3
2
1
0
Source #5
5
4
3
2
1
0
Information Total: /45
Delivery:
Volume
5
4
3
2
1
Could you easily hear them? Did they drop off at the end of sentences?
Speaks clearly
5
4
3
2
1
Did they speak too fast? Did they pronounce each word so you could understand?
Preparedness
5
4
3
2
1
Were they familiar with their notes or did they get lost? Were they comfortable with the topic?
Extemporaneous
10
9
8
7
6-0
Did they have a well-prepared, yet causal style? Did they have good eye contact? Were they
conversational?
Delivery Total:
/25
Bonus:
Visual Aid
10
9
8
7
6-0
Did the visual aid enhance the speech? Was it easy to read? Was it used at appropriate times?
TIME:
TOTAL:
Requirements for SC-105 Speech #3:
The Persuasive Symposium
 In this assignment, you will be working with your small group to create a
symposium presentation. Together, you will choose an issue with several
facets or viewpoints. Then, each member of the group will prepare a
persuasive speech to present their particular viewpoint. For example, if your
issue is “Making Southeast a Better Place for Students”, then one member
might give a speech showing us what we need to do to improve the parking
situation, another could convince us of the advantages of making Southeast
smoke-free, another could motivate us to get involved in on-campus activities
and the last could convince us that Southeast needs to be “greener” in its
daily operations. The group will have to work together to come up with their
issue and agree on each person’s individual topic. Each member will have to
decide if their speech is to actuate, convince, or stimulate. A proposal,
containing your overall “umbrella” issue and the topic of each member’s
speech will need to be submitted as well as the individual outlines.
 Regarding the Individual Speeches:
 You ought to construct your speech so that it consists of an
introduction (remembering to get our attention, then have a clear
thesis and set up of your main points), a body containing three
main points (using good signposting and transitions between each),
and a conclusion.
 You need to cite at least five different sources within your speech.
Limit web sites; wikipedia does not count as a source.
 You should speak extemporaneously.
 You must construct your speech so that it is 3-5 minutes in length.
 You must use a visual aid which enhances your speech. The group
should also have an overall visual aid, whether it is a hand-out,
poster, or power point slide listing the theme and individual topics
and speakers.
 Up to ten bonus points will be given for professional dress.
 The rough and final draft of the comprehensive outline should be
completed according to the model provided. You will use your
keyword outline as you speaking notes and turn it in following your
speech.
Sample Proposal
Names of Members of Group
Issue: Preventing Alcohol Abuse on Campus
Individual Topics:
The Drinking Age Should Be Lowered:
Name of Speaker
The Drinking Age Should Remain the Same:
Name of Speaker
We Must Prevent Binge Drinking:
Name of Speaker
Don’t Drink and Drive:
Name of Speaker
Greek Life Isn’t All About Partying:
Name of Speaker
Persuasive Symposium
Organization
Introduction
10
8
7
6
5
Attention getter, thesis and preview?
Transitions
5
4
3
2
Signposts or internal reviews and previews?
1
Conclusion
Summary?
Organization Total:
5
4
3
2
1
3
3
3
3
3
/30
2
2
2
2
2
1
1
1
1
1
7
6
5
Minimal Notes
10
8
7
6
Not reading; speaking to us rather than at us?
5
/20
Content
Quality source; clearly cited?
Source #1
5
Source #2
5
Source #3
5
Source #4
5
Source #5
5
Content Total:
4
4
4
4
4
Extemporaneous Style
Audience Centered
10
8
Good eye contact; conversational?
Preparation
10
8
7
6
5
For individual speech, as well as for being part of the group?
Extemp Total:
/30
Persuasiveness
Clear purpose
5
4
To convince, actuate or stimulate?
Effective tone
5
Dynamic and convincing?
Persuasiveness total:
Visual Aid
Quality of the aid
Used Effectively
Visual total:
Bonus
Professional dress
4
3
2
1
3
2
1
/10
5
5
4
4
/10
3
3
2
2
1
1
10
8
6
4
2
TIME:
TOTAL:
/100
RHETORICAL ANALYSIS
Based on classmate’s persuasive speech
1.
First paragraph: speaker’s name; evaluation of general and specific
purpose of speech; thesis and preview statement
2.
Second paragraph: : evaluation of transitions, and other evidence of
organization:
3.
Third paragraph: evaluation of the quality of sources and visual aid
4.
Fourth paragraph: evaluation of extemporaneous style
5.
Fifth paragraph: Summary and opinion of overall quality of the speech
SELF ANALYSIS
Grade on Speech #1:
Grade on Speech #2:
Grade on Speech #3:
1. Do you feel that you have experienced improvement in any areas of public
speaking as a result of taking this class? If so, what are they? If not, why do
you think you did not experience improvement?
2. What areas would you still like to improve upon in public speaking?
3. How do you think this class will help you in the future?
4. What was your favorite part of this class?
5. What do you think could make this class better for future students?
SAMPLE BROWN BAG OUTLINE
Brooke H Clubbs
SC 105: 100: T-Th 8 AM
bclubbs@charter.net
General Purpose: To inform
Specific Purpose: I would like for my students to get to know me better.
Thesis: I would like to introduce myself to you so you can know who I am beyond just being your
teacher.
Introduction
I. Walt Whitman wrote, "Do I contradict myself? Very well then. I contradict myself. I am large. I
contain multitudes."
II. This is a good quote to describe my life.
III. My interests and beliefs don't always coincide with popular stereotypes.
IV. I am not quite a stay at home mom because I work; I am not quite a career woman because I
spend so much time at home with my kids.
V. My religious beliefs do guide the way I vote; people are surprised that I am Catholic and a
Democrat.
VI. I have my Master of Fine Arts in Acting and traveled all over the East Coast acting in a touring
production, which some folks might think is kind of exotic; I scrapbooked it all which some people
might think is the epitome of your typical "soccer mom."
VII. I would like to introduce myself to you so you can know who I am beyond just being your
teacher.
VII. So to go along with these contradictions, instead of multitudes, I have brought in just three
objects to represent my past, present and future.
Body
I. First, I have a seed packet.
A, This represents something my mom always told me: "Bloom where you are planted."
B. When I was younger, I thought I was missing out because I didn't live closer to the city.
C. We lived in Kankakee, an hour south of Chicago.
D. Our house was in "rural" Kankakee so I fell into the Herscher School District---surrounded by
farm land.
E. I wanted us to move to a suburb of Chicago or at least into Kankakee proper.
F. I wanted to go to a big high school with a large fine arts program.
G. My mom entertained the idea, but she ultimately decided that the schools were just fine where
we were.
H. She told me I would just have to bloom where I was planted---make the best of what I had.
I. I discovered she was right.: I had an awesome time in high school and plenty of opportunities.
J. I was offered a full ride to Southeast, a school I had never heard of.
K. I had figured I would go to the University of Illinois like a lot of my other friends.
L. But, I decided to see if I could bloom here...and I did.
M. I met my husband, decided to go to grad school...and then moved back here to start our jobs
and family!
N. Sometimes I am tempted to look into moving to St. Louis, but I just remember my mom's
advice and the fact that success is achieved through making the most of what you have where
you are.
II. Moving onto my second object, I have my day planner.
A. This little book represents my love of organization and list making as well as my present.
B. In some ways, I am very laid-back.
C. For example, when it comes to house-keeping, I would rather play with the kids than have a
clean kitchen floor.
D. But I am bit of a perfectionist in other ways.
E. For example, I reread my e-mail for typos before I send it.
F. My day planner shows some of the ways I am a perfectionist because it is full of my lists and
schedules.
G. I don't like to waste time; I want to be productive so I can have more time to relax!
H. I have a lot to keep track of too---my classes, appointments, meetings, church obligations.
social events...and then my husband's schedule, my oldest daughter and son's school calendar
and all that goes with it (like when I am supposed to bring treats for a teacher appreciation day or
turn in her fundraising forms) and my youngest daughter’s day care schedule.
I. It's a lot to keep up with three kids and a dog, but I love this season of my life.
J. I have learned that you can have everything---just not all at the same time!
III. Finishing up with my third object, I have an archival pen.
A. I mentioned in my introduction that I like to scrapbook.
B. I take photos, put them down on paper, add some embellishments and then most important,
use a pen like this to write down the details.
C. This pen represents all I have yet to write.
D. I think my life story has been pretty fascinating so far and I am excited to see what will come
next.
E. After I graduated, got married, got a job, had a baby and bought a house, I found myself at a
loss.
F. I had reached most of the milestones or goals I had envisioned for myself as a kid.
G. But now I realize there is still a lot more living and dreaming to do.
H. And I will be recording it all.
Conclusion
I. So, I hope you have learned a little bit more about me, your teacher, Mrs. Clubbs tonight.
II. By describing these objects---a seed packet, planner and pen--- that represent my past,
present and future, I hope I have given you a little insight into the multitudes that, like Walt
Whitman, I believe I contain.
III. Thank you.
Sample Full Sentence Informative Outline
Staci Seabaugh
Informative Speech
SC105: MWF 1:30
Mrs. Kight
February 17, 2003
General Purpose: To Inform
Specific Purpose: I want my audience to understand the importance of reading to
children.
Thesis: Reading to children greatly benefits them.
Complete Formal Outline of Speech
Introduction
I.
“The more that you read, the more things you will know. The more that you
learn, the more places you’ll go.” This is a quote from the famous Dr. Seuss,
which I feel stresses the importance of reading.
II.
I’ve been reading to my nephew since the day he was born. When he was in the
hospital, the nurses gave us a book to read to him and I haven’t stopped reading to
him since. He turned two earlier this month and just to let you know how much
reading has impacted him, he already can say his ABC’s and count to ten. I credit
this to him being read to since before he could understand what the words on the
page meant.
III.
His progress along with what I’ve learned in classes and through studies,
provides compelling proof that [thesis] reading to children greatly benefits them.
IV.
[Preview and Purpose] Let’s take a few moments to examine how important it is
to read to the children in your lives, whether they are your own kids, nieces and
nephews, or students if you’re going to go into the teaching profession. Reading
to children, no matter their age, helps to build vocabulary, increases their ability to
learn, and leads them to a life-long love of literature while creating a special bond
between the adult and child. Let’s begin by looking at how being read to helps a
child with language development.
Body
I.
Reading to children helps to build their vocabulary.
A. Children, at a very early age, are primed to learn words and can benefit from
the exposure.
1. According to the text book, Children’s Literature in the Elementary
School, “at 18 months, the language development is phenomenal;
preoccupation with words and sounds of language is characteristic of the
very young child. Books help to fulfill this insatiable desire to hear and
learn new words. Hearing literature of good quality helps children to
develop their full potential.”
2. From this we can see that when it comes to reading to children we cannot
start too soon.
a.
Children are aware of sounds from birth, which eventually leads to
children developing comprehension skills.
i. As students we all see how important that skill can be.
3. Reading to children can be superior to other exposures they might have.
a. According to the article, “The importance of reading to your children
for early literacy, “ by Julie Joy, “The vocabulary of an average
children’s picture book is greater than found on prime time television.
b. This in one of the many reasons it is so important to read aloud to
children every day.
4. I’ve seen the results.
a. Reading to my nephew has greatly increased his vocabulary.
i. Twenty-four to thirty-six months is the ideal age where children
begin talking.
ii. My nephew has been talking with a fairly broad vocabulary
since he was 18 months old.
iii. He talks in full sentences and everyday there is at least one
new
word in his vocabulary from reading to him.
b. According to Susan L. Hall and Luisa C. Moats, Doctor of Education,
“Young children acquire a big mental dictionary from having books
read to them. They also become familiar with language patterns and
develop an ‘ear’ for written English versus spoken English.”
c.
Author Christine Wilson agrees and also notes the implications for
overall mental development, stating: “Children who are introduced
to
books at an early age are more prone to grasp the variances in phonics,
which in turn affects their language skills and cognitive abilities.”
(Transition) Reading to children not only impacts their vocabulary, but it
also increases their ability to learn, which is my second point and what
we’ll now examine more closely.
II.
Reading to children increases their ability to learn and to perform well in school.
A. According to the American Association of Pediatrics, “reading is a significant
aid in brain development.”
1. Studies show that children who are read to do better in school than those
who are not.
a.
Many of you may be here because someone read to you.
i. Do you remember those first books you loved having read to you
over and over?
ii. You were not just enjoying someone sitting next to you opening
that book, but your brain was stimulated and nurtured by those
words and pictures.
2. The American Library Association recognizes this and is a big proponent
for reading to children. They submit that, “Reading to children is one – if
not the most – important contributions we can make to their ability to
learn.”
3. Reading also provides opportunities for physical development.
a.
According to the article, “What is the importance of reading to a
child?” “by simply turning the pages of a book, motor skills are fine
tuned. It also stimulates the muscles of the eyes and affects the
chemistry of the body by utilizing the brain. The senses of sight,
sound, touch, and smell are also affected.”
b. Socialization skills in the learning environment can also be impacted
from reading to children.
i.
The America’s Children Report showed that “children’s
inclinations toward education also affect their ability to
learn. By instilling a love for reading and encouraging
children
to maintain it aids in a stronger desire to resist persuasion of
peers in the negative and helps them continue to develop.” For
example children who enjoy reading and learning are less
likely to drop out of school and get into drugs.
4. More support for the benefits of reading to children comes from The
National Academy on Education Commission on Reading also states that
their research shows “that children who have been exposed to reading and
other cultural experiences before they begin school have a better chance at
success in formal learning.”
(Internal Summary) I’ve talked about the impact that reading to children has on their
vocabulary development and how it readies them for the school environment helping
them to become better learners. The benefits do not end there, though. Another
important reason to read to children is the impact it has on their love of literature, as well
as the bond that it creates between adult and child.
III.
Reading to a child can deepen their appreciation of others.
A. When adults read aloud to children, it’s fun for everyone. Some of my
favorite moments are when I’m reading to my nephew. To see him get excited
about hearing a story, gets me more into the story myself.
1. According to Penelope Leach, Ph.D., “Once kids are hooked on being
read
to, they will never be bored if somebody will read, and since there are
bound to be times when nobody will read and they are bored, they’ll have
the best possible reason to learn to read themselves.”
a.
Although children start to read themselves, this is no reason to stop
reading to them.
b. I can remember being in high school and my college prep writing
teacher would read us children’s stories. Those were some of my
favorite days and I was 17 years old.
2. If children are read to and the adult enjoys this, they will enjoy it and view
reading as a fun activity.
a.
According to the article, “Reading to Children is Important,” “If a
child associates reading with pleasure, they will have a greater
desire to learn to read. Get involved and be dramatic and make sure
that children see you enjoying reading.”
i.
Children will fall in love with the words on the page while
growing closer to the person reading to them.
b. Some of the best words you can hear when reading to a child is “Read
it again.” I know this because my nephew has said it so many times.
[transition] As you can clearly see, there is so much to gain and nothing to lose when
reading to children. They gain vocabulary, knowledge, a love for literature, and you gain
the enjoyment of seeing all this take place.
Conclusion
I.
II.
Reading to children: there is more to it than one might first imagine, as we help
unleash their potential. Perhaps W. Fusselman said it best when he said, “Today a
reader, tomorrow a leader.”
Today I have given you the reasons to read to children.
A. We see the knowledge they will gain,
B. the better learners they will be,
C. and the bond they will have to literature and to you.
III.
So remember these reasons and read to the various children in your life. Help
them grow and help them know what Dr. Seuss knew:
“The more that you read, the more things you will know.
The more that you learn, the more places you’ll go.”
Bibliography
Brennan, Stephanie. “Once Upon A Time: An Internet Webquest on Successful
Child Readers.” 2002. 10 Feb. 2003.
http://www.kn.pacbell.com/wired/fil/pages/webeffects1.html
Force, Pam. “Reading to Children Increases their Ability to Learn.” 2000.
10 Feb. 2003. www.geocities.com/prlforce
Hall, Susan L. and Luisa C. Moats, Ed.D. “Reading to Children Is Important,”
Excerpt from the book Straight Talk About Reading. 10 Feb. 2003
http://www.acslp.org/homepages/Siles/september.html
Huck, Charlotte S., Susan Helper, Janet Hickman, and Barbara Z. Kiefer.
Children’s Literature in the Elementary School: Seventh Edition. New York, NY:
McGraw-Hill Publishing, 2001.
Joy, Julie. “The Importance of reading to children for early literacy.” 2002. 10
Feb. 2003. http://ma.essortment.com/earlyliteracyp_rxjf.htm
Leach, Penelope, Ph.D. “The Importance of Reading to Children.” 1997. 10 Feb.
2003. http://www.amazon.com/exec/obidos/tg/feature/-/145696/103-78424006271860
Wilson, Christina. “What is the Importance of Reading to a Child?” 2002. 10
Feb. 2003. http://www.co.essortment.com/childreadingim_rhqw.htm