Public Speaking
Fall 2017
Instructor: Kate Wood
Classroom:B Period Room 8110- 1st lunch wave
Course Description: Some of you, I suspect, are enrolled in Public Speakingbecause your parents made you. To you and to others who might enter a public speaking course somewhat wary and more than a little nervous, I describe the course as necessary regardless of any parental requirement. Why?
Though you might have heard it repeated numerous times, public speaking is important. Important to who? Communication competence -- both public and private -- is useful to every person who meets the following criteria: possesses friends, belongs to a family, is employed, attends school, has an intimate relationship, seeks an intimate relationship, or is not sealed off from the rest of the world. Public speaking is important because it is used so often in everyday life, and because -- right or wrong -- others often use public speaking as a measure of personality and competence. When you open your mouth, people listen both to what you say and how you say it.
So, Public Speaking combines the basic principles of public communication with repeated in-class practice. That is lectures and concepts will be accompanied by in-class activities and discussion.
Course Goals:
(1) to assist students in establishing and improving their public
speaking skills
(2) to make students aware of the types and principles of public
communication in their respective lives.
Student Learning Outcomes:
As a result of learning in this course, the student will be able to:
1. Identify the basic principles of human communication.
`2. Assess the audience, occasion, and communication contexts for an oral presentation.
3. Research and select appropriate subject matter to be organized and presented in an informative speech.
4. Critically analyze self as a listener and speaker.
Course Content and Unit or Topic Objectives:
As a result of learning in Unit 1 – , the student will be able to. . .
*Recognize the basic communication model.
*Analyze the audience.
*Gather sources and support ideas with evidence.
As a result of learning in Unit 2 – , the student will be able to. . .
*Organize the body of a speech.
*Compose a beginning and ending of a speech.
*Outline an informative presentation.
*Recognize the effects of language devises.
*Apply effective delivery techniques.
*Produce and appropriately utilize a visual aid for a presentation.
As a result of learning in Unit 3 –, the student will be able to. . .
*Recognize the purposes for informative presentations.
*Identify the purposes for persuasive presentations.
*Recognize and demonstrate methods of persuasion.
***Grades will be weighted and averaged together to generate a final grade as outlined in the
catalogue: 90100 A; 8089 B; 7079 C; 6069 D; below 60 F.
Semester Grade:
Quarter grades will each count as 37% and the semester exam will count 26% of the semester average.
Quarter Course Grading:
25%Speech #1
25%Speech #2
25%Quizzes
25%Daily Work
Explanation of Speech Assignments:
Students will be responsible for fourmajor speeches this semester. These account for 50% of the quarter grade. Each speech will be fully explained by an assignment sheet handed out prior to the speech. EVERY speech must be accompanied by a key word outline, typed and carefully edited for grammatical and style errors. Outlines should adhere to the style defined by the instructor. Outlines will count as quizzes. Outlines with full sentences may not be used during the presentations.
Examinations:
The final exam will be based on a formal interview. You will be interviewed by an administrator and the instructor will be grading your ability to respond.
Make-up Work:
From Student Handbook “If a student’s absence from a class or school is excused, the student will be allowed to make up missed tests/assignments for credit. It is the student’s responsibility to make arrangements with the individual teachers for makeup work in a reasonable time frame.”
iPadPolicy:
A classroom environment conducive for learning is the responsibility of both the instructor and the students in the class. Disruptions and distractions in the classroom caused by iPads are not conducive to classroom learning. You must have your iPad each day, it must be your own iPad, you must follow the rules we have set forth at McGill-Toolen for their proper use.
Academic Integrity:
Students are expected to be academically honest at all times. No forms of dishonesty will be permitted. Cheating of any kind, including sharing of homework and plagiarism, violates our school policy. Students who are guilty of academic dishonesty will receive no credit for the assignment, the incident will be documented on the student's record, and the parents will be notified. For further detail, please see page 26* of the Student Handbook.
OUTLINE FORMAT
Speech Topic:
Purpose:
Thesis Statement:
I. Introduction:
A. Attention-getting material:
B. Credibility-establishing material:
C. Thesis statement:
D. Preview statement:
(transition into body of speech)
II. Body of Speech
A. Main point #1
1. Sub-point or supporting material
2. Sub-point or supporting material
a. Sub-sub-point or supporting material (may not be necessary)
b. Sub-sub-point or supporting material
(transition into main point #2)
B. Main point #2
1. Sub-point or supporting material
2. Sub-point or supporting material
a. Sub-sub-point or supporting material (may not be necessary)
b. Sub-sub-point or supporting material
(transition into main point #3)
C. Main point #3
1. Sub-point or supporting material
2. Sub-point or supporting material
a. Sub-sub-point or supporting material (may not be necessary)
b. Sub-sub-point or supporting material
(transition into conclusion)
III. Conclusion
A. Summary statement:
B. Concluding Remarks:
Works Cited: