Course Assignments and Weight

ASSIGNMENT FORMAT

All major assignments in this class must be typed. Your assignments should be:

• Typed using a one-inch margin (1.25 inches is also acceptable because it is the default setting)
• Typed using a 12-point, non-script font (i.e. Times New Roman, Arial, Tahoma).
• Printed on white paper
• Double-spaced (except for formal outlines, which may be single spaced). 

*Assignments that do not conform to these expectations will not be accepted.

Participation/Attendance Grading

0 absences 130/100 (This is the extra credit for perfect attendance. Must be in attendance for whole class period each class.)

1 absence 120/100

2 absences 110/100

3 absences 105/100

4 absences 100/100

5 absences 75/100

6 absences 50/100

7 or more 0/100

Exams (3 @ 100 points each)

Students will take three exams, which will consist of 50 multiple choice or true/false questions. These will be taken during class time on paper, using green Scantron forms and a pencil. Ensure you are on time for exam days, as you will be given up to 50 minutes from the beginning of class to take the exam individually and then will complete the test in groups after. Individuals who need accommodations in testing through SAS will need to let me know ahead of time and take the test prior to the class in order to receive the opportunity to take the group exam. All tests will be collected after 50 minutes to allow enough time for the group test.

Self-Introduction Speech (3-4 minutes)

75 points

Delivery: 75 points

Students should do an attention-getting introduction, then state name and talk about three interesting aspects of their personal experiences. Some options are discussing a personal belief or pet peeve, explaining a favorite hobby or interest, discussing someone who has been particularly influential in the speaker’s life, etc. The purpose of the speech is to give classmates something to remember about speaker and to give insight into speaker’s background, personality, attitudes or aspirations. The speech is meant to get to know classmates.

Deliverables: 

Submit to instructor in class prior to the presentation:

1. Speech-specific rubric with your name and speech title filled in, and the rest left blank

Submit to instructor in class directly after the presentation:

1. You will turn in the note cards that have content on the front only, are numbered, and have key phrases only.

Listening Barriers Assessment (2 paragraphs)

25 points

Paper: 25 points

(25 points)

OBJECTIVE:

To practice Critical Thinking, Written Communication, and Professional Communication for a scenario in Listening Barriers. 

Assignment Information: How Would You Resolve Listening Barriers in This Situation?

Imagine that you are attending the first meeting of a face-to-face class at the start of a new semester. It is 9:01 am. You are in the classroom with about thirty other students. Your teacher has just started class and begins talking about the course syllabus.

You are doing your best to pay attention and carefully listen but you had a late night and didn’t get much sleep. You’re groggy and finding it hard to concentrate. As the teacher goes into more depth and detail about course syllabus policies your ability to concentrate and pay attention is further challenged.

The teacher has a rather monotone sounding voice and isn’t using many gestures or movement as they speak. This low overall level of energy and enthusiasm by the teacher is now adding to your grogginess. Making this listening situation even more challenging is the information itself that is being presented. You know that the course policies and assignments that are being discussed by the teacher are tremendously important to understand, but detailed explanations of policy after policy after policy are creating information overload for you.

Thirty minutes into the class period you realize that you are on the verge of giving-up trying to listen altogether, feigning attention, giving the teacher eye contact to remain polite, but drifting away mentally from what is being presented in the teacher’s speech.

• Referring to the chapter on Listening in your course textbook, identify all of the specific listening barriers that are illustrated in this scenario. Then, write a 3-5 sentence paragraph about each of them in which you explain how the barriers are present.
• Referring again to the chapter on Listening in your course textbook, identify all of the “active listening” strategies that could be used to help overcome the specific listening barriers. Then, write a 3-5 sentence paragraph (about each active listening strategy) in which you describe how they could be employed to prevent the possible listening failure from happening.

Your paper should include the following parts:

1. One paragraph of 3-5 sentences identifying listening barriers.
2. One paragraph of 3-5 sentences identifying active listening strategies to overcome those barriers.

What you should turn into the Blackboard Assignment prior to class on the assignment due date:

1. Two paragraphs a 12-point font, double spaced Word document or pdf file (25 points)

Announcement Manuscript Presentation (1-3 minutes)

50 points

Delivery: 50 points

Students are to write and present an announcement to your audience as you would in a news conference. You should cater to your audience in this one. You may tell us who we are supposed to be as your audience. It may be our class, students. Or, for instance, if your audience is mostly neighbors, talk about something going on in the neighborhood. If the audience is a work audience, talk to them about a new policy, or something of that nature. If the audience is family at a gathering, talk to them about news in the family or about the next gathering and information. Grading will be on manuscript delivery. Even though you are reading a manuscript, you should practice it and know it well enough to speak expressively and make lots of eye contact.

Deliverables:

Submit to instructor in class prior to the presentation:

1. Speech-specific rubric with your name and speech title filled in, and the rest left blank

Submit to instructor in class directly after the presentation:

1. Turn in your manuscript as a printed Word document. It should be triple spaced and in a 16-18 point font. Be sure to make sure it’s within the time frame as you read it.

Special Occasion Presentation (2-3 minutes)

75 points

Delivery: 75 points

There are several options for this assignment. Students can choose any one of the following:

• Introduce someone who is receiving an award.
• Accept an award or scholarship.
• Make an after-dinner speech on a topic of your choice.
• Toast the happy couple at a wedding.

Students should use all of the factors involved in making a concise speech for a crowd of people gathered for a special occasion.

Deliverables:

Submit to instructor in class prior to the presentation:

1. Speech-specific rubric with your name and speech title filled in, and the rest left blank

Submit to instructor in class directly after the presentation:

1. You will turn in the note cards that have content on the front only, are numbered, and have key phrases only.

Informative Speech (5-7 minutes)

175 points

Delivery: 100 points

Outline: 25 points

Audience Evaluation: 25 points (10 points for you evaluating a peer constructively, and 15 points from your peer scores of you)

Visual: 25 points

• Visual Aid required
• Outline required

Students may choose any preferred topic for this presentation, with prior approval from the instructor. Topic suggestion: Students should explain a significant aspect of your own culture. Possible topics include social customs, family traditions, holidays, clothing, food, religious traditions, sporting activities, etc. Students will choose topics during class time so cultures and topics are not repeated. Library research is required for this assignment. On the first presentation day, turn in a preparation outline and a list of at least three outside sources.

Deliverables: 

1. ON OUTLINE WORKSHOP DAY: Meet with instructor with printed draft in Word format or the draft can be handwritten. Can meet with the draft on your computer, but you will be responsible for writing feedback down.

Submit to instructor in class prior to the presentation:

1. Speech-specific rubric with your name and speech title filled in, and the rest left blank
2. ON FIRST Presentation Day: Typed outline with sources

Submit to instructor in class directly after the presentation:

1. You will turn in the note cards that have content on the front only, are numbered, and have key phrases only.
2. Turn in your peer evaluation for all assigned peers as instructed in class

Group Persuasive Speech (3-5 minutes per person)

200 points

Delivery: 100 points

Outline: 25 points

Visual Aid: 10 points

Peer evaluation: 50 points

Meeting notes/Google Doc: 15 points

• Visual Aid presentation required for each group member
• One outline required per group (must be a group effort)

Persuade people on a topic of your choice. Instructor approval is required. Groups can choose one of several issue options or create a topic of your own:

• Try to convince others of your values or of your beliefs on a controversial subject

All group members need to agree on a topic. Audience analysis and adaptation will be stressed. Instructor will evaluate presenters on the overall presentation and persuasiveness. Immediately prior to the presentation, turn in a preparation outline, your peer evaluations on the individual evaluation form, and a list of at least five sources.

Deliverables: 

You will submit to instructor prior to presentation:

1. Individuals submit: Make certain the peer evaluation portion is filled out prior to the presentation. 
2. Leader submits: Meeting notes (group) as a Word document.
3. Leader submits: Outline with sources in Word document format.

You will submit to instructor immediately after presentation:

1. Individuals: You will turn in the note cards that have content on the front only, are numbered, and have key phrases only.

Grading Policy/Schema

If you have concerns regarding a grade given on an assignment, consider waiting 24 hours before contacting me. During that time, encourage please review the assignment and grading criteria, contemplate the feedback given on the work, and then contact me if you still have questions about the grade given on the assignment. Don’t wait too long however. Grades are only open for discussion for a period of two weeks after the due date, whether you were present that day or not.  Please track your points/grade throughout the semester. 

Assignment Points Tracking Table

The Art of Public Speaking, 13th ed., by Stephen E. Lucas. ISBN 9781259924606

1. This course is designated First Day Access, which means your book is available directly from Blackboard.
2. Computer access for Blackboard (Bb) 
3. Note cards (3x5 or 4x6)

Course Calendar

(Tentative, and Subject to Change)
Please note that schedule changes may occur during the semester. Any changes will be announced in class and/or posted as a Blackboard Announcement and sent as an email.

General Education Outcomes

Communication Skills

Develop, interpret, and express ideas and information through written, oral and visual communication that is adapted to purpose, structure, audience, and medium.

Critical Thinking Skills

Gather, analyze, synthesize, evaluate and apply information for the purposes of innovation, inquiry, and creative thinking.

Personal Responsibility

Identify and apply ethical principles and practices to decision-making by connecting choices, actions and consequences.

Social Responsibility (Civic and Cultural Awareness)

Analyze differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.

Teamwork

Consider different points of view to work collaboratively and effectively in pursuit of a shared purpose or goal.

Student Learning Outcomes

1. Demonstrate skills in researching, planning, organizing, rehearsing, and delivering a variety of speeches individually and/or in groups.
2. Demonstrate an understanding of the foundation models of communication leading to effective and ethical communication based on audience and context. 
3. Illustrate and appropriately employ verbal and nonverbal various modes of delivery in oral communication (e.g. manuscript, extemporaneous, impromptu, memorized).
4. Recognize and use principles of critical thinking, problem solving, and technical proficiency in gathering information for the development of oral presentations and argument. 
5. Employ appropriate research and provide speeches with appropriate documentation.
6. Practice effective use of computer-based technology in communicating and acquiring information.
7. Recognize the roles that public speaking plays in civic awareness.
8. Identify how culture, ethnicity and gender influence communication. 
9. Utilize listening skills for analysis and evaluation of a speaker’s message. 
10. Participate in teamwork situations to foster interpersonal and collaboration skills. 
11. Practice strategies for reducing stress while presenting to an audience.