Southeastern Louisiana University
Department of Communication
COMM 211 – Introduction to Public Speaking
Instructor: Dr. Carol S. Hopson
Office phone: N/A
Office Hours: (by appointment)
Email: Carol.Hopson@SELU.EDU
Course description: Training and practice in the organization of materials and
the oral and physical aspects of delivery in various speaking situations.
Intended to give the beginning student an understanding of and practice in
public speaking as both the speaker and listener.
Required text: The Art of Public Speaking by Stephen E. Lucas
Communication Goals: The department has chosen the following five
goals for students successfully completing a BA in Communication.
I. Students who complete Southeastern’s BA in Communication will be
able to write well in multiple forms of media.
II. Students who complete Southeastern’s BA in Communication will
be able to understand and apply basic critical thinking, data gathering
and academic research with the goal in mind of supporting a position
within a communication theory.
III. Students who complete Southeastern’s BA in Communication
will understand the basics of oral communication including
organization, individual and group communication, audience
principles, listening, and performance.
IV. Students who complete Southeastern’s BA in Communication
will understand the rules of journalism, 1st Amendment principles,
ethics, and the general laws applicable to the student’s field of study.
V. Students who complete Southeastern’s BA in Communication will
demonstrate job preparedness and specific background training for
such professions as law, journalism, government service, and teaching.
Course Goals/Rationale: The goal of this class is to instill a basic
understanding of the general principles of effective and ethical public
speaking. This entails developing the ability to research and analyze issues for
the purpose of adapting them to an audience to obtain a desired response.
Students will have the opportunity to practice developing these skills by
presenting speeches and participating in classroom exercises and discussion.
This process aids in developing critical and constructive listening skills with
emphasis on evaluation of significant speeches by others. Students will develop
poise and confidence during public presentations.
Students Objectives: As a result of this course, students should understand the
need for effective oral communication. Students will acquire skill in the
research and organization of ideas and supporting materials. They will learn to
listen critically and to evaluate oral messages. They will learn to deliver
effective extemporaneous speeches. Students will be introduced to basic
communication theories as applied to public discourse and will gain an
understanding of the importance of Public Discourse as part of Civic
Engagement.
Required Reading: Students will be responsible for reading the text, handouts
and research on various speech topics. Assignments should be completed
before class on the day due. To facilitate meaningful discussion, it is important
that reading be done in a timely fashion. As an incentive to keep up with course
readings, students will take several unannounced reading quizzes.
Other Course Requirements: Some classroom presentations may be
videotaped. Students may be required to observe and critique their own or
others’ speeches. A written outline must be turned in with each speech and
is a significant part of the grade. Students will participate in peer critiques
and will be graded on their roles as listeners.
Teaching Methodology: This class combines lectures, classroom exercises,
oral presentations, and student participation in both in-class and out-of class
group activities and discussion. A significant part of the class will be
conducted using Moddle. Extra credit will be offered throughout the course.
SPEECH GRADING STANDARDS - Public Speaking1
Successful speeches must be well researched and organized. They must meet the
requirements of the assignment and the audience. They must be well delivered. Evaluation
of your speeches will be considered in three areas – 1. Outline, 2 Speech (content) design,
1
Adapted from: http://www.siue.edu/SPC/SPC_Portfolio/standards.html
and 3. Delivery
Under OUTLINE:

How well the speech is documented

How well the outline format is followed

How well the directions for citing sources are followed

How well developed the outline is for the assignment

How correct the grammar and spelling are

How neatly done
Under SPEECH DESIGN:
 How well you introduce your speech
 How logically and appropriately you divide your topic into component ideas
 How fully you develop your topic with a variety of supporting materials
 How effectively you explain the credibility of your sources
 How thoroughly you adapt your message to a college audience
 How carefully you choose the language you use in presenting your ideas
 How effectively you conclude your speech
 How well you fulfilled the requirements of the particular speech assignment
Under SPEECH DELIVERY:
 How poised and at ease you appear in giving your speech
 How effectively you gesture and move while presenting your ideas
 How aware of and responsive to your audience you are as you give your speech
 How successfully you employ visual aids without distracting from your speech
 How natural and expressive your voice is as you speak
 How effective your overall performance seems to be with this particular audience
 How well you follow the dress code.
Each of the above factors has degrees of competence associated with it; they are
not simply "present" or "absent." In the section below, in general terms, the differences
between an A, B, and C speech are described.
THE C SPEECH. To receive a grade of C, a speech must be basically COMPETENT. The C
speech is one in which nothing major goes wrong. The introduction gets the speech started
appropriately - capturing your audience's attention and directing it toward your speech's
theme. The introduction also relates the topic to the audience in some clear way, establishes
your credibility on the topic, and leads smoothly to the body of the speech. The body of the C
speech is divided in a way that is appropriate to the topic, is developed with appropriate
supporting materials, and is cast into language that accurately and clearly expresses your
ideas. The conclusion fulfills the minimum essentials - summarizing either your main theme
or major points, and giving the speech a definite sense of conclusion.
The delivery of the C speech is one in which you do not look visibly nervous, nor do you
have distracting postural, gestural, or movement mannerisms (such as slouching over the
lectern, brushing your hair out of your eyes, and rocking or squirming while you speak).
Furthermore, to receive a grade of a C you should at least maintain more eye contact with
your audience than with your notes, the walls, or the ceiling. Your voice should be relatively
flowing, loud enough to be heard without the audience having to strain, and free from
vocalized pauses such as "uhs," "you knows," and "like." Finally, the C speech keeps the
audience at least politely attentive throughout. The topic must be interesting and significant
enough to be worthy of their time.
The vast majority of the speeches in the beginning public speaking class fall into this
category. For most students, being able to present their ideas in a coherent and reasonably
well-developed manner, while looking basically poised and confident standing up in front of
their classmates, is an important and significant accomplishment for a single semester. A
grade of C on your speech is an indication that you have achieved a level of competence.
THE B SPEECH. To receive a grade of B, a speech must be more than simply competent; it
must also be INTERESTING. The introduction of the B speech is usually more fully
developed with more time and effort spent in relating the topic to the audience and preparing
them for what is to follow. The body of the B speech has a clear pattern of organization that
is closely related to the central theme. The B speech also has fuller development and employs
a wider variety of interesting supporting material (such as anecdotes, examples, visual aids,
definitions, statistics, comparisons, contrasts, analogies), as well as more fully adapting those
materials to this particular audience. Often, the conclusion of the B speech is more fully
developed and better integrates with the theme of the speech as well.
Delivery in a B speech has you more animated and fluid. Not only do you not look
uncomfortable, you are actually beginning to look comfortable and at ease. Your posture
remains good, you are beginning to gesture naturally and expressively, and your movement
on the platform begins to serve the conveyance of your speech's content instead of merely
using up excess adrenalin. Your voice is becoming more expressive and empathic, and your
audience shows signs of active interest in your speech.
THE A SPEECH. To receive a grade of A, your speech must be more than interesting; it
must also be MEMORABLE. The introduction actively involves us with your topic in some
way and makes us want to hear more, starting the speech out with a bang. Your analysis of
the subject is unusual, insightful, novel, and unexpected. Your examples are especially apt
and well-adapted to your particular audience. Your language choices are vivid (perhaps
employing some effective imagery or sustained metaphor that unifies the entire speech). The
statements of your main points are memorable (they alliterate, or are grammatically parallel,
and so on). Transitions between points are varied and appropriate; the audience knows at all
times precisely where you are in your speech and how the parts relate to the whole. The
Grades will be awarded on the following scale:
A
100-90%
D
B
89.9-80%
F
C
79.9-70%
Grading:
Speeches
Exams and quizzes
Class Participation/ Assignments
Final Exams (written and oral)
Extra Credit:
69.9-60%
59.9% -below
Total:
Total:
Total:
Total:
400
250
150
200
Total: 1000
Attendance: Participation is an integral part of COMM 211. Accordingly, you
will be expected to attend. Your role as an audience member is as important as
your role as a speaker. Excessive absences will result in a lower final grade. It
is YOUR responsibility to withdraw from the class should you stop attending.
You cannot pass this course if you do not give the final speech and take the
final exam.
Late Work: Because of the intricacies of scheduling in-class time for student
speeches, speaking on your assigned day is imperative. Accordingly,
students who are absent or unprepared to give their speech on the date assigned
will be allowed to give the speech only if time permits and will be docked a
letter grade. Students who provide documentation for an excused absence will
be allowed to give their speech at a make-up day at the end of the semester.
One letter grade per day will be deducted from any written assignment not
ready at the start of class on the due date. Students who miss the first exam or
mid-term examination and have an excused absence will take a cumulative final
to make-up the missed exam. Those with unexcused absences will not be
allowed to make up missed speeches or exams and will receive a zero for the
assignment.
Cheating: In order to be a good communicator, you must be an ethical
communicator. Students who steal another person’s words or ideas without
appropriate recognition will receive a zero on the assignment in question. They
will also face disciplinary action from the college in accordance with the
current General Catalogue. Be sure to familiarize yourself with what
constitutes cheating and avoid doing it. I reserve the right to re-test any student
whose exam shows evidence of cheating. Students are expected to maintain the
highest standards of academic integrity. Behavior that violates these standards
is not acceptable.
Students agree by taking this course all required papers may be subject to
submission for textual similarity to Turnitin.com or similar sites for the
detection of plagiarism. All submitted papers will be included as source
documents in the Turnitin.com reference database solely for the purpose of
detecting plagiarism of such papers. Use of the Turnitin.com service is subject
to the Terms and Conditions of Use posted on the Turnitin.com website.
Classroom Decorum: Free discussion, inquiry, and expression are encouraged
in this class. Classroom behavior that interferes with either (a) the instructor’s
ability to conduct the class or (b) the ability of students to benefit from the
instruction is not acceptable. Examples may include routinely entering class
late or departing early; use of beepers, cellular telephones, or other electronic
devices; repeatedly talking in class without being recognized; talking while
others are speaking; or arguing in a way that is perceived as “crossing the
civility line.” In the event of a situation where a student legitimately needs to
carry a beeper/cellular telephone to class, prior notice and approval of the
instructor is required.
Students are expected to dress appropriately for giving speeches. This means
students are not to wear flop-flops, short shorts, muscle shirts, halter-tops,
shirts with inappropriate pictures or slogans, or any other clothing that does not
portray the student as a well prepared speaker.
COMM 211 Faculty has agreed on the following dress code for giving
speeches.
Dress Code:
Appropriate professional attire is required for all speeches. For men
dressing professionally generally means dress pants, shirt and tie.
Jackets are encouraged but not required.
For women professional dress may mean a suit, pantsuit, skirt and
blouse, or dress with dress shoes. Each speaker should avoid any
clothing that could detract from credibility or pull attention away from
the content of the speech. Such garments include high cut skirts, low
cut blouses, too tight or too loose clothing, midriff revealing shirts, see
through clothing, jeans, t-shirts, or any attire that suggests you are
engaged in something other than professional work.
Informing and persuading the public is serious business. Failure to
dress appropriately for a speech will result in a letter grade deduction.
24/7 Rule: If a student is not satisfied with a grade, he or she should wait
24 hours before seeing the lecturer and must bring the objection to the
attention of the instructor within seven days.
Students who do not conform to the norms for this class will be asked to leave
the class and will receive a “0” for the assignment.
E-Mail Communication: University email policy reads (in part) as follows,
"[Faculty] uses of non-Southeastern email addresses for communication with
students regarding University business or educational matters are not
acceptable....” In compliance with this policy, please use only your SLU email
address when contacting me about the course. I will not respond to non-SLU
email addresses. Recall, that your SLU email accounts are accessible through
the Internet via "WebMail" which can be reached from the SLU homepage:
http://www.selu.edu."
NOTE: If you are a qualified student with a disability seeking accommodations
under the Americans with Disabilities Act, you are required to self-identify with
the Office of Disability Services, Room 203, Student Union. No
accommodations will be granted without documentation from the Office of
Disability Services.
NOTE: It is the policy of the University that the classroom is not a place for
children, and that students are not to bring their family members for day care or
baby-sitting.
Tentative Calendar of Days
The following dates are subject to change as we progress during the semester.
It may take less time or more time to complete speaking assignments and that
will change the dates assignments are due, but the sequence of assignments will
remain the same. Chapter tests may be given on Moodle.
Assignments
Week 1
1/13
First Day of class. Welcome, Course Policies.
1st Speech Assignment and group meetings.
Assign “Who Am I?” and First Speeches.
Readings and Preparation: Chs. 1, 2 and 4.
(Become an Engaged Citizen) Find several definitions
for Civic Engagement. Be prepared to discuss Civic
engagement on Monday.
Week 2
1/18-1/20
Monday: Martin Luther King Holiday
Building Confidence, and Ethical Speaking. Discuss
Civic Engagement. Complete Preparation for First
Speeches
Readings and Preparation:
Quiz on syllabus
Read Ch. 3 & Moodle assignments
Complete “Who Am I?” Assignment
Check Moodle for Assignment Details
Follow “First Speech Guidelines” and “Outlines.”
Meet with you group (in person and on-line) to engage
in discussions to get information needed for first speech.
Work on Introductions and Conclusions. Review
information on dress for presenting speeches and on use
of cards for delivery.
Only 1 card for this speech,
Week 3
1/25-1/27
Lecture on the Classical Roots of Public Speaking.
First Speeches given in class
"You, Public Speaking, & Ethics" Lecture
Study Acronyms. Learn C.O.V.E.R. Stage Fright,
GROPOPP, POWER and OATS. Discuss Listening.
Readings and Preparation: Chs. 5 & "Acronyms."
Assign “Current Speakers” Activity
Check Moodle for Assignment Details
Week 4
2/3
Monday: First Speeches continue Class Discussion on 2/1Listening and all covered material.
Wednesday: Group meetings for 2nd Speeches.
Develop Outline for Second Speech (3-4 minutes)
Check Moodle for Assignment Details.
Readings and Preparation: Work on "Current
Speakers" activity. Read Chapter 6.
Week 5
2/8-2/10
Week 6
2/15-2/17
Mardi Gras Holiday
Monday:Review Chs. 1-6 and Lecture notes for first
exam.
FIRST EXAM Wednesday
Week 7
2/22-2/24
Doing research on the Internet: Validating sources and
supporting materials. Start 2nd Speeches. Complete
“Organizing and Outlining” exercises on Moodle.
Week 8
2/29-3/2
Continue 2nd Speeches
Discuss the importance of Public Speaking in a
democratic society with free elections.
Readings and Preparation: Handouts and Chs. 7, 8, 9
and 15. Check Moodle for Assignment Details.
Week 9
3/7-3/9
Language and Delivery Discussion
Continue 2nd Speeches as needed..
Readings and Preparation: Read Chapters 10, 11 & 12
Check Moodle for Assignment Details
Week 10
3/14-3/16
2nd Speeches continue in class if needed.
Class discussion and exercises. .
Readings and Preparation:
Review for 2nd Exam: Ch. 7-12 and 15 plus Lecture
notes. Check Moodle for Assignment Details
Week 11
3/21-3/23
2nd Exam on Monday 3/21
Wednesday Extra Credit Speech Opportunity
Check Moodle for Assignment Details
Readings and Preparation: Read: Chapters 13 and 14
Review Study Guide
Assign 3rd speeches These Informative Speeches will be
videoed outside of class in groups. Each group will be
responsible for the taping of the speeches that will be
uploaded for review. Several speeches may be given in
class as a follow –up. Visual aids are required.
Check Moodle for Assignment Details.
Last day to withdraw from School or class: March 24, 2016, 5:00 PM.
Week 12
3/25-4/1
SPRING BREAK
Week 13
4/4-4/6
Presentational Aids. (PowerPoint and Visuals)
Critique of External Speeches and Speakers
Lecture on Persuasion. Persuasive Speech Assigned.
Readings and Preparation:
Library Assignment on Persuasive sources
Chs. 16 and 17. Evidence, proof, and argument
Week 14
4/11-4/13
Logical Reasoning and exercise on Logical Fallacies
Readings and Preparation: Handouts on Fallacies.
Assign Persuasive Speech Question Outline for final.
Start Persuasive Speeches.
Week 15
4/18-4/20
Persuasive Speeches Continue.
Readings and Preparation: Chapter 18
Discussion of Ceremonial Speeches.
.
Week 16
4/25-4/27
Complete Persuasive Speeches.
Discussion of Special Occasion And Ceremonial
Speaking.
Readings and Preparation:
Review materials on Logical Reasoning and Fallacies
Week 17
Review for 3rd exam. See study guide for information
Covered. Written exam in class on Wednesday, 5/4.
FINAL EXAM:
Quiz on Fallacies and Ceremonial Speeches will be
given at the final exam during exam week.
Civic Engagement
Excerpts from Civic Responsibility and Higher Education, edited
by Thomas Ehrlich, published by Oryx Press, 2000.
Civic engagement means working to make a difference in the civic
life of our communities and developing the combination of
knowledge, skills, values and motivation to make that difference. It
means promoting the quality of life in a community, through both
political and non-political processes.
- Preface, page vi
A morally and civically responsible individual recognizes himself or
herself as a member of a larger social fabric and therefore considers
social problems to be at least partly his or her own; such an
individual is willing to see the moral and civic dimensions of issues,
to make and justify informed moral and civic judgments, and to
take action when appropriate.
- Introduction, page xxvi