This course is an introduction to public speaking and oral communication processes, with particular emphasis on issues related to Asian American Studies and Asian American communities. The scholarship associated with communication is dynamic and complex. Oral communication is rich in historical perspectives and research. In addition to basic skills, students will be introduced to Asian Americans who have used oral communication to address issues related to, including (but not limited to) race, ethnicity, gender, sexuality, identity, and community.
This is also a course designed to provide both a practical introduction to the fundamental principles of public speaking and a forum for practicing public speaking skills. Through a variety of instructional strategies – discussion, class workshops, readings, lectures, and presentations – students will learn the processes by which effective speeches are conceived, prepared, and delivered. Students will be required to complete in class speeches (approximately 5 minutes each), practice speeches, and at least one impromptu speech. Students will also practice speaking in small group settings.
In addition to formalized speeches, students will engage in peer critiques. COURSE OBJECTIVES Through this course, students will learn to: Increase confidence in public speaking ability. Learn the principles of effective public speaking. Reinforce existing speaking skills and identify areas for improvement. Demonstrate effective aspects of speech delivery. Appropriately apply public speaking skills to a variety of speech contexts. Think and listen critically and effectively. Develop a clear and interesting thesis for speeches. Organize, support, and effectively present ideas through oral delivery.
The Term Paper on Oral Communication
... their communication. CONTEXT The context of public speaking experience is the environment or situation in which the speech occurs. ... your topic. Sermons, political speeches, students’ campaign speeches, sales presentations, etc. are examples of persuasive speeches. ii. Specific Purpose ... be the case. The key to a successful oral presentation is preparation. Preparation alleviates apprehension, and ...
Convey and evaluate verbal messages with clarity, accuracy, and conviction. Utilize and practice revision techniques. Utilize rhetorical conventions. Differentiate between intrapersonal, interpersonal, and public speaking skills. Prepare written critiques. LATE WORK POLICY Due to the nature of public speaking, speech assignments cannot be delivered LATE. In the event of an absence, students will be required to make arrangements with the instructor. CSUN ACCOMMODATIONS STATEMENT Students with disabilities must register with the Center on Disabilities and complete a services agreement each semester.
Staff within the Center will verify the existence of a disability based on the documentation provided and approve accommodations. Students who are approved for test taking accommodations must provide an Alternative Testing Form to their faculty member signed by a counselor in the Center on Diabilities prior to making testing arrangements. The Center on Disabilities is located in Bayramian Hall, room 10. Staff can be reached at 818-677 REQUIRED TEXTS iSpeak 2011 Edition by Nelson, Titsworth, Pearson ISBN 9780077309534, McGraw Hill Publishers MOODLE Access (moodle. csun. edu) – Moodle will become the “class text”.
Students are responsible for the purchase of required texts by the end of the first week of class. Students who wish to purchase texts online may do so, however, homework assignments begin immediately, and “waiting for textbook delivery” is not an “excuse” for incomplete work during the first weeks of class. REQUIRED MATERIALS -Paper, toner to last the entire semester. -Posterboards and materials for group presentations. -Copies of handouts (as needed, for presentations).
-CSUN email account and Library Card. ATTENDANCE AND PARTICIPATION Attendance is MANDATORY for this course. Students will receive credit for each FULL class attended.
THIS IS A PUBLIC SPEAKING COURSE, thus, attendance is not only a service to the self, but also a service to peers. Tardies happen. However, habitual tardies will be reflected in the final grade for this course. If you are tardy, please respect peers by entering the classroom quietly. Take the nearest available seat. DO NOT cross the professor (who may be speaking) and do not make a scene. Students who miss more than 3 class meetings will be in danger of failing the course. What is participation? Participation in college courses is defined by discussion, commentary, posing questions, and thoughtful actions.
The Term Paper on Ability Grouping Students Class Groups
Ability grouping is a widely spread practice used among many educators today. Between-class grouping is by far one of the most commonly used types of ability grouping. "The goal of this grouping is for each class to be made up of students who are homogeneous in standardized intelligence or achievement test scores" (Snowman, Biehler). In this type of grouping, the schools separate their students ...
We will work on creating engaging and critical class discussions. Extra credit will be awarded to those students who participate in class on an exceptional level. As your instructor I will provide a safe environment for all participation. I will invite participation and I will provide feedback on class participation. I will give broad consideration for diverse ideas and I will not be offended by academic challenges or the introduction to alternative perspectives on any topic. PARTICIPATION also means being an active listener! FUN TECHNOLOGY STUFF While these items can be helpful (and fun) – the classroom is NOT a place for such items.
PLEASE turn cell phones off, remove IPOD earbuds, and keep laptops closed. Technology may be used for presentations, but are distracting during lecture. While I understand that some professors may allow laptops for note taking – I do not allow it in my classroom. Student who find it necessary to take notes on a laptop should see me as soon as possible. If you leave the classroom to take a phone call – please do not return to the classroom. I do not want to set such a standard in my classroom. If you are caught texting, you will be dismissed from the classroom. If you have questions regarding this policy, you may speak to me, or contact Dr.
William Watkins, Dean of Students at 818-677-2391. DUE DATE POLICY Due dates are non-negotiable (unless otherwise changed by the instructor).
DO NOT email homework if you are absent. DO NOT drop off homework at instructor’s office without prior permission. If you are granted permission to drop off homework, be courteous to Ms. Bowerman, Ms. Nguyen, and Ms. Diaz (AAS staff).
Be certain to SIGN-IN on the clipboard (proof) with the AAS Student Assistant. DO NOT have your work submitted by a “friend,” “relative,” or classmate. If you have a verifiable emergency, speak with your instructor as soon as possible. PLAGIARISM
The Essay on Some students like classes where teachers lecture in class
Other students prefer classes where students do some of the talking. Which type of class do you prefer? Give specific reasons and examples to support your choice. From past 10 years, I have experienced a number of teachers who are in various class teaching styles. On one side, parts of the students like their teacher do a lecture in class. On the other side, a large number of students prefer to do ...
CSUN Policy on Plagiarism . . .Cheating or plagiarism in connection with an academic program at a campus is listed in Section 41301, Title 5, California Code of Regulations, as an offense for which a student may be expelled, suspended, or given a less severe disciplinary sanction. . . . Plagiarism: Intentionally or knowingly representing the words, ideas, or work of another as one’s own in any academic exercise. Comments: 1. Direct Quotation: Every direct quotation must be identified by quotation marks, or by appropriate indentation or by other means of identification, and must be promptly cited in a citation.
Proper citation style for any academic department is outlined by the MLA Style Sheet or K. L. Turabian’s A Manual for Writers of Term Papers, Theses and Dissertations. These and similar publications are available in the Matador Bookstore and at the reference desk of the Oviatt Library. [See also: Online Style Guides] 2. Paraphrase: Prompt acknowledgment is required when material from another source is paraphrased or summarized in whole or in part in your own words. To acknowledge a paraphrase properly, one might state: “to paraphrase Locke’s comment . . . ” and conclude with a citation identifying the exact reference.
A citation acknowledging only a directly quoted statement does not suffice to notify the reader of any preceding or succeeding paraphrased material. 3. Borrowed Facts or Information: Information obtained in one’s reading or research which is not common knowledge among students in the course must be acknowledged. Examples of common knowledge might include the names of leaders of prominent nations, basic scientific laws, etc. Materials which contribute only to one’s general understanding of the subject may be acknowledged in the bibliography and need not be immediately cited.
One citation is usually sufficient to acknowledge indebtedness when a number of connected sentences in the paper draw their special information from one source. When direct quotations are used, however, quotation marks must be inserted and prompt acknowledgment is required. Common (and unacceptable) “reasons” for plagiarism (received by instructor).
The Essay on Communication Module Speech Audience
Communications 101 Midterm Exam Introduction This semester in my Communications 101, I have learned my different things. In the following paragraphs, I will explain and give some brief examples of the kind of things that have helped me become what I think is a more effective speaker. Dr. Davidson s class has helped me distinguish and almost perfect the art of communication. Module One In module ...
“I didn’t know. I did this in high school and it was fine. ” “I only copied a few lines. ” “I have a works cited page. ” “I won’t do it again. ” “I was stressed out and the due date was pressuring me. ” “It’s a coincidence. ” “But I put my ideas in too.
” “How did you find out I plagiarized. ” COURSE REQUIREMENTS / GRADE DETERMINATION Attendance and ParticipationMandatory One Minute Creative Introduction SpeechWarm-Up One Minute Culture Workshop Speech5% One Minute Monologue Workshop Speech5% Demonstration/Informative10% Commemorative Speech (AA figure)10% Argumentative/Persuasive Speech (Group Speech)15% Dramatic Delivery Speech10% (Memorized) Impromptu Speech10% Ceremony Speech10% Peer and Public Speech Critiques10% Chapter Quizzes5% Homework Assignments5% Midterm5% FINAL GRADES WILL BE DETERMINED BY THE FOLLOWING % A 94% – 100%
A- 90% – 93% B+ 87% – 89% B 84% – 86% B- 80% – 83% C+ 77%- 79% C 74% – 76% C- 70% – 73% D 61% – 69% F 60% and below EXTRA CREDIT POLICY From time to time, instructor announces extra credit possibilities. Extra credit will NOT be applied to INCOMPLETE assignments. Attendance/Late Arrival/Early Departure Policy This is a tricky and sensitive topic – because this course emphasizes live performance as well as classroom discussion, attendance at all class sessions is imperative. (You can’t do public speaking without a “public”. ) Attendance will be checked at each class meeting.
PLEASE realize that if you miss class the day you are expected to present a speech, complete a critique, turn in an assignment, or take an exam, you will NOT be allowed to make up that activity or present the speech on a subsequent day in class. The grade may be a zero (subject to instructor’s grading system and policies. If you do miss a class, it is your responsibility to get the information that was covered from one of your classmates. The following policy will be enforced in this class: -Your first two absences will be without penalty. Use these absences for illness and emergencies which may occur.
-Your third absence will lower your final course average by 3 percentages (from attendance and participation).
-Each subsequent absence (after the third) will lower your final course average by 5 percent (from attendance and participation).
The Term Paper on Student Director Actor Audience Show
Most American actors have a lot of experience acting with an American audience. When acting in a play written in Britain, however, most actors don't realize how much they have to change their style in order to make a British comedy accessible to an American audience. Most American theaters, in the age of high action films, are prepared for very physical, very loud comedy. Because of new ...
Students who arrive late on the day of student speeches MAY NOT ENTER THE CLASSROOM. If you see the SPEECH IN PROGRESS, you may NOT enter the classroom until invited to do so. Students who leave during a speech (emergencies excepted) will be counted as absent. The only excuse for an absence is a documented excuse.
A doctor’s note (see campus health center) and/or required documentation should be presented to the instructor. Perhaps this sounds harsh, but please realize that students who enter a classroom late disrupt the schedule and the pace (in addition to making “nerves” much more pronounced).
Sitting out in the hallway is not fun – but at least your peers are not being disrupted. EQUITY STATEMENT All persons, regardless of gender, age, class, race, religion, physical disability, sexual orientation, etc. , shall have equal opportunity without harassment in this course.
Any problems or questions about harassment can be discussed confidentially with the instructor. All students are required to speak and listen with respect and to engage in academic discussion regarding all opinions as expressed in this course. ONE MINUTE CREATIVE INTRODUCTION SPEECHES What makes you unique? What makes you “just like everyone else”? Do you have any special talents (we all have some special talent)? Do you have intriguing and interesting experiences you can share with an audience? What would you like your audience to know about you (even if they know you…you may have more to reveal)?
Compose a one-minute introductory speech. The speech must be designed in a way that appeals to and addresses your audience. Carefully consider the demographics of your audience (peers, cohort, college students, young, plus one instructor).
Be creative in your delivery. Will you deliver your speech dramatically? Sing and dance your speech? Write your speech in the form of a poem or rhyme meter? Select a specific tone. Will you speech be humorous? Serious? Satire? Utilize a tone that best enhances the message you wish to share. Consider the impression you would like to “leave behind”.
Carefully consider message. What “purpose” can you give your audience? How would you life to affect/effect your audience? How would you like to motivate your audience? Delivery: Consider the types of gestures and blocking you will integrate. How will you dress for your speech and why? Will you include simple and manageable props during the delivery of your speech? Think back to a particularly engaging public speaker. What made the speaker memorable? Consider merging what you experienced into your own speech. What are the components of a successful speech? How will you integrate those components?
The Essay on Class President Speech Insert Activity Ideas
Class President Speech Hello, my name is (insert name), and I'm running for class president. You may know me for my incoherent rambling and mad (insert activity) skills, but what I am here today to discuss with you has nothing to do with those wonderful qualities. I'm here to discuss fun, and more importantly, money. What, as the class of (insert class year), have we done for fun this year? You ...
Remember the Communication Process and give careful consideration to each as you design your introductory speech: speaker (source), audience (receiver), message, channel, feedback, situation, noise. Give your speech an organized structure – especially if you are sharing more than two important points. CULTURE SPEECH Students are required to write and deliver an original 2 minute (maximum) on a focused aspect of their culture (culture is a broad term, and students are required to define “culture” as they understand it).
The speech should be informative in nature (please refer to textbook) and of interest to the audience.
Visuals (object and technology) are encouraged. Keep visual portion of presentation “brief” or direct (too many visuals may take up time and detract from the purpose of the speech).
How will this speech be graded? [1]Appropriateness for Audience [2]Delivery [3]Evidence of Preparation and Practice [4]Well Established Purpose (Attention to the Rhetorical Situation) [5]Script or Outline with Correct Citation Instructions for 3 Minute Informative/Instructional Speech: Each student will select a topic of their choice. Topic should be audience appropriate and of interest (information given must be useful and important to a college audience).
Research is mandatory – do not simply go by the information off the “top of your head. ” Prepare a Preliminary Outline: Example:How to Apply for Graduate School I. Selecting a School II. Writing a Statement of Purpose III. Collecting Recommendation Letters IV. Taking the G. R. E. (exam) V. Keep GPA High! VI. Why Do I Have to Plan in Advance? Sources:Graduate School Requirement (www. csun. edu) Preparing for the GRE (Study Prep Guides, Baron, 2006 – Harvard Publications) Dr. Paul Mastgers, Chair of Graduate Studies, Dot University, Somewhere in America Prepare a Detailed Outline:
(note: only one portion of the preliminary outline has been detailed in this example) 1. Selecting a School Benefits of staying in state – familiar with educational systems – reduce moving costs. Benefits of going out of state – learning in a new environment, receiving fellowships to pay for program. Apply to your top seven choices (give yourself as many choices as possible).
Select a school renown for the major you have decided. Selecta a small or large program – depends upon your needs and likes. DO I NEED TO TURN ANYTHING IN? Provide a detailed written/typed outline for the instructor. Provide a list of research sources to your instructor.
Provide a brief/short handout for each student in the class (optional) What Will I Be Graded On? Please read carefully – point values differ from previous speech requirements. Is the message understandable? (Projection of Voice, Tone, Enunciation) Is the purpose clear and appropriate? (Thesis Evident and Related to Instructions) Is the topic appropriate to the purpose? (Relevant Information to Purpose) Is the central idea clear? (Main points clear) Are the main ideas clear and related? (All examples, details support the thesis) Are the supporting materials interesting, varied, and appropriate? (Creativity)
Is the overall organization effective? (Beginning, Middle, End) Is RESEARCH provided and is the RESEARCH relevant? Is the speaker ethical? GUIDE FOR INFORMATIVE SPEECH PRACTICE TOPIC: ______________________TIME LIMIT: ___________TIME TAKEN: _________ TOPIC CHOICE Suitable to the assignment Yes No Marginal Suitable to the audienceYesNoMarginal Fulfils all assignment criteriaFullyMostlyNeeds work INTRODUCTION OF THE SPEECH Attention-getting device High-interest Average Weak Delivery of the attention-getter EnthusiasticDirect Impersonal Purpose statement Complete Average None Establishes speaker credibilityExcellentAdequateWeak
BODY OF THE SPEECH Selection of main ideas Interesting Adequate Uninteresting Development of main ideas Convincing Adequate Weak Organizational strategiesHighly clearAdequateHard to follow Supporting reasons for main ideas Convincing Adequate Underdeveloped Transitions between ideas Smooth Adequate Weak Quality of research Well-chosen Adequate Weak Citation of sources Adequate Incomplete Effective use of language Vivid Adequate Weak Use of evidence (quotations, statistics, etc. ) Convincing Adequate Weak Visual aid(s)EffectiveAdequate Poor use/design Adapted to audienceCompleteAdequatePoor
CONCLUSION OF THE SPEECH Summary of ideas & thesisCreative Adequate Lacking Closing statement StrongSufficient Weak DELIVERY OF THE SPEECH Rate of speaking IdealToo Fast Too Slow Vocal expression/tone Expressive Average Monotone Vocal pauses (um, like, and-a, uh, etc. ) None Few Several Physical delivery (eye contact, gestures, stance)ExcellentAdequateWeak COMMENTS: INSTRUCTIONS FOR COMMEMORATIVE SPEECHES Students will select an Asian American hero to present. The term “hero” may be defined as the individual sees fit. Students must defend the reasoning behind deeming this person a suitable “hero”
PLEASE AVOID TYPICAL ASIAN AMERICAN CELEBRITIES Example: Lucy Liu, Bruce Lee, etc The presentation must be no longer than 3 minutes. Students may use visuals or other aids in the presentation. You may use Powerpoint for images and short bullet pointed ideas/concepts. GUIDE FOR COMMEMORATIVE SPEECH PRACTICE TOPIC: ______________________TIME LIMIT: ___________TIME TAKEN: _________ TOPIC CHOICE Suitable to the assignment Yes No Marginal Suitable to the audienceYesNoMarginal Fulfils all assignment criteriaFullyMostlyNeeds work INTRODUCTION OF THE SPEECH Attention-getting device High-interest Average Weak
Delivery of the attention-getter EnthusiasticDirect Impersonal Purpose statement Complete Average None Establishes speaker credibilityExcellentAdequateWeak BODY OF THE SPEECH Selection of main ideas Interesting Adequate Uninteresting Development of main ideas Convincing Adequate Weak Organizational strategiesHighly clearAdequateHard to follow Supporting reasons for main ideas Convincing Adequate Underdeveloped Transitions between ideas Smooth Adequate Weak Quality of research Well-chosen Adequate Weak Citation of sources Adequate Incomplete Effective use of language Vivid Adequate Weak Use of evidence (quotations, statistics, etc.
) Convincing Adequate Weak Visual aid(s)EffectiveAdequate Poor use/design Adapted to audienceCompleteAdequatePoor CONCLUSION OF THE SPEECH Summary of ideas & thesisCreative Adequate Lacking Closing statement StrongSufficient Weak DELIVERY OF THE SPEECH Rate of speaking IdealToo Fast Too Slow Vocal expression/tone Expressive Average Monotone Vocal pauses (um, like, and-a, uh, etc. ) None Few Several Physical delivery (eye contact, gestures, stance)ExcellentAdequateWeak Group members participated equallyExcellent AverageWeak COMMENTS: INDIVIDUALIZED COMMENTARY (FOR EACH PARTICIPANT INSTRUCTIONS FOR DRAMATIC SPEECHES
Students are to select a favorite passage in a work of literature, or a poem – or perhaps – a favorite historical speech. Students are to memorize the segment selected (segment should be no longer than 3 minutes).
Students are to present a “dramatic” presentation of the selected segment. If a student wishes, they may memorize a self-authored special occasion speech. Please refer to the chapter on Speaking on Special Occasions. An example of a dramatic reading of Hamlet (not a formal speech, but a dramatic reading): http://www. youtube. com/watch? v=-YHMYkUrV7A An example of a dramatic narrative rant: http://www. youtube. com/watch?
v=RxsOVK4syxU INSTRUCTIONS FOR GROUP PERSUASIVE SPEECHES Each group will select a persuasive topic to present to the class. Each speech will be at least 30 minutes in length (maximum).
Group members will participate in the grading process – positive teamwork is vital. Refer to the chapter in the textbook titled, “Working and Presenting as a Group” Format: The main argument. The persuasive argument. Call to action. Call to change a belief. Call to change an attitude. Conclusion Benefits of the persuasion. Research Required. Visual Component Required. DO I NEED TO TURN ANYTHING IN? Provide a detailed written/typed outline for the instructor.
Provide a detailed written/typed outline for your peer evaluators. Provide a list of research sources to your instructor. What Will I be Graded On? 05 PointsIs the message understandable? (Projection of Voice, Tone, Enunciation) 15 PointsIs the purpose clear and appropriate? (Thesis evident and related to instructions) 10 PointsIs the topic arguable? 15 PointsIs the central idea persuasive? (Main Points Clear) 15 PointsAre the main ideas clear and related to persuasive device (ethos, pathos, logos)? (All examples and details support thesis) 05 PointsAre the supporting materials interesting, varied, and appropriate?
(Creativity) 05 PointsIs the overall organization effective? (Beginning, Middle, End) 10 PointsIs RESEARCH provided and is the RESEARCH relevant? 10 PointsIs the speaker ethical AND persuasive? 10 PointsAre visual aids constructively and appropriately utilized? INSTRUCTIONS FOR IMPROMPTU SPEECHES Students will be randomly drawn for impromptu speeches. Instructor will bring a “hat” of topics. Each student will draw a slip of paper from the “hat. ” Each slip of paper will contain a topic for an impromptu speech. Each student will be given 10 minutes to prepare for the impromptu speech.
After the 10 minute preparation period, each student will deliver a 2-minute speech. Students may use the notes prepared during the 10 minute prep period. WHAT WILL I BE GRADED ON? 10 PointsRead the prompt to the class. 10 PointsProjection, Enunciation, Tone. 15 PointsIs the response clear and appropriate? 10 PointsDoes the response identify the prompt? 15 PointsIs the central idea clear? 15 PointsAre the main ideas related to the prompt? 05 PointsAre the supporting materials interesting, varied, and appropriate? 05 PointsIs the overall organization effective? (Beginning, middle, end) 05 PointsIs the speaker ethical?
10 PointsConfidence, Authority, Poise. DO I NEED TO TURN ANYTHING IN? Provide outline to instructor AFTER delivery of the speech. INSTRUCTIONS FOR IN-CLASS CRITIQUES OF STUDENT SPEECHES -Students are required to complete feedback forms for FIVE class speeches. -Speakers will read student evaluations – negative, derogatory, damaging, biased, and/or demeaning evaluations are not acceptable – constructive, helpful, insightful evaluations are the goal! -Focus on what worked and why, what did not work and why. -Instructor will grade evaluations on a 100% scale. -Take careful notes during assigned speech.
Do not rely on “memory” of the speaking event. This assignment not only evaluates a speaker, but also evaluates a listener. HOW DO I SUBMIT MY CRITIQUE? Students will be given 3 days to complete the critique. Critiques must be uploaded on the Moodle Website. Do not take this assignment lightly. An excellent evaluator and listener typically presents a 2 page, typed evaluation critique. My name is ________________________ and I am evaluating _________________ who completed a speech on (date) _____________________________. My evaluation is due on (date) ___________________. PURPOSE of the speech: ______________________________
TOPIC of the speech: ___________________________________ 1. What is the message? Was it clearly understandable? 2. Is the purpose of the speech clear and appropriate? Explain. 3. Is the topic appropriate to the purpose? Explain. 4. Is the central idea clear? 5. Are the main ideas clear and related? 6. Are the supporting materials interesting, varied, and appropriate? 7. Is the overall organization effective? 8. Is there effective audience analysis and adaptation? 9. Is the speaker ethical? 10. Is the overall delivery effective? 11. Does the speech achieve the desired effect? 12. Suggestions for improvement: 13.
Is a visual/audio component was utilized, critique the visual component (comments) ADDITIONAL RUBRIC FOR PEER EVALUATIONS (below): (from Learning Commons, ) TOPIC: ______________________TIME LIMIT: ___________TIME TAKEN: _________ TOPIC CHOICE Suitable to the assignment Yes No Marginal Suitable to the audienceYesNoMarginal Fulfils all assignment criteriaFullyMostlyNeeds work INTRODUCTION OF THE SPEECH Attention-getting device High-interest Average Weak Delivery of the attention-getter EnthusiasticDirect Impersonal Purpose statement Complete Lacks element None Establishes speaker credibilityExcellentAdequateWeak
BODY OF THE SPEECH Selection of main ideas Interesting Adequate Uninteresting Development of main ideas Convincing Adequate Weak Organizational strategiesHighly clearAdequateHard to follow Supporting reasons for main ideas Convincing Adequate Underdeveloped Transitions between ideas Smooth Adequate Weak Quality of research Well-chosen Adequate Weak Citation of sources Adequate Incomplete Effective use of language Vivid Adequate Weak Use of evidence (quotations, statistics, etc. ) Convincing Adequate Weak Visual aid(s)EffectiveAdequate Poor use/design Adapted to audienceCompleteAdequatePoor CONCLUSION OF THE SPEECH
Summary of ideas & thesisCreative Adequate Lacking Closing statement StrongSufficient Weak DELIVERY OF THE SPEECH Rate of speaking IdealToo Fast Too Slow Vocal expression/tone Expressive Average Monotone Vocal pauses (um, like, and-a, uh, etc. ) None Few Several Physical delivery (eye contact, gestures, stance)ExcellentAdequateWeak COMMENTS: INSTRUCTIONS FOR PUBLIC SPEECH CRITIQUE -Students are REQUIRED to complete 3 Public Speech Critiques. -Students must attend three speaking events (instructor will provide notices, however, students are responsible for finding events) and complete the following form.
-Please attach PROOF of attendance (flyer, photo, sign in sheet).
-Students may also watch taped public speeches in the media library (2nd floor) at the Oviatt Library. MY NAME: ____________________________________ 1. Name & Title/Position of the Speaker. 2. Subject of the speech. 3. Occasion for the speech, including sponsoring group (if any).
4. Place, time, and date of speech (if you have flyers, handouts, notes, photos, attachem them to this critique as proof of attendance).
If you are watching a video/dvd, fill in the time/date, etc. , of the era in which the speech was made. 5. Purpose of the speech, as you understood it.
(If possible, go up after the speech and ask the speaker what her/his purpose was).
6. Describe the type of introductory and concluding devices the speaker used. Discuss why these devices were effective or ineffective. 7. Who was the audience? Discuss the way the speaker adapted to the specific audience. If the speech was not well-adapted to the audience, comment on this and suggest ways to improve. 8. Critique the speaker’s organization of ideas, including the use of connective devices (e. g. signposts, internal summaries, previews, reviews, transitions).
9. Critique the speaker’s use of language.
Was it appropriate for the audience? Why or why not? What elements of the speaker’s language stood out to you? 10. Describe the speaker’s delivery, including vocal and bodily delivery, eye contact, timing, etc. Was it effective? Why or why not? Were there any physical constraints on her/his delivery? 11. What general or specific suggestions might you offer the speaker? HOW DO I SUBMIT MY PUBLIC SPEECH CRITIQUES? Students will upload all critiques on the MOODLE website. REQUIRED SELF ASSESSMENT and COURSE ASSESSMENT At the beginning of the fall semester I felt ________________ about the coursework.
Now that I have completed the course I feel _______________________________________________. I feel I have learned _________________________________ about public speaking. I wish the course would have included more _______________________________________________. On a scale of 1 – 10 (one is the lowest, ten is the highest) rank where you might “self-score” yourself. AttendanceScore of ______ I believe I earned this score because: In Class SpeechesScore of ______ I believe I earned this score because: Peer CritiquesScore of ______ I believe I earned this score because: Time ManagementScore of ______
I believe I earned this score because: LabworkScore of ______ I believe I earned this score because: AttitudeScore of ______ I believe I earned this score because: Group WorkScore of ______ I believe I earned this score because: WEEKLY SCHEDULE WEEK ONE Monday August 26 Introduction to Course: Syllabus Ice Breaker Activity Fears of Public Speaking Wednesday, August 28 Importance of Rhetoric Instructions for One Minute Creative Introduction Speeches WEEK TWO Monday September 2 Labor Day Holiday Wednesday, September 4 Read Chapter Three and Four One-Minute Creative Introduction Speeches WEEK THREE
Monday, September 9 One-Minute Culture Workshop Speech Wednesday, September 11 Chapter 6 Organizing and Outlining Your Presentation The Speaking Essay Writing to Speak WEEK FOUR Monday, September 16 Demonstration/Informative Speeches Wednesday, September 18 Demonstration/Informative Speeches WEEK FIVE Monday, September 23 Read Chapter 7: Delivering Speeches Delivery and Language: What is College Life? Wednesday, September 25 Minute Speeches: Motivate Me! WEEK SIX Monday, September 30 Chapter 8: Choosing Your Words Diction Matters!!! Wednesday, October 2 One Minute Monologue Workshop Speeches WEEK SEVEN
Monday, October 7 Introduction to Commemorative Speech Wednesday, October 9 Class Potluck WEEK EIGHT Conference Week WEEK NINE Monday, October 21 Read Chapter 9: Visual Aids Generating Topic Ideas Wednesday, October 23 Midterm WEEK TEN Monday, October 28 Commemorative Speeches Wednesday, October 30 Commemorative Speeches WEEK ELEVEN Monday, November 4 Preparation for Dramatic Speeches Wednesday, November 6 Impromptu Speeches WEEK TWELVE Dramatic Speeches WEEK THIRTEEN Thanksgiving Holiday Break WEEK FOURTEEN Group Speeches WEEK FIFTEEN Group Speeches continued WEEK SIXTEEN Final Ceremony Speeches
