Course: - Skagit Valley College
Course: CMST 220: Public Speaking
Days/Time: M-F 10:30-11:20am
Room: D2-T
Instructor: Ernest W. Tutt, Ed.D.
Office: H-110
Office hours: M-Th 12:00-1:00pm
Office phone: 416- 7033
Email: ernest.tutt@skagit.edu
Course Objectives
It has been said that all things are created twice - first as an idea in the mind, and second as phenomena in the physical world. The Arts, science, and more recently technology, have become the dominant modes by which we, as human beings, transform our abstract thoughts into concrete objects and/or actions, and move from possibility to reality. Throughout history, the art and practice of public speaking (Formal Rhetoric) has also played an integral role in this transformation process. “Public speaking is both an act of public and personal expression.” It provides a means by which we may literally breathe out, and speak things into existence (images, concepts, feelings, and even the future). As a social act, public speaking empowers us to communicate and share information, create value, critique policy, and affect change within our world and upon the human condition. Such is the power of the spoken word within the public speaking arena. Therefore, public speaking is a skill to be embraced, not feared.
Course Description
This course provides students with theory and practice in preparing organized, goal-specific speeches, presenting them confidently before an audience, and analyzing components of the public speaking process.
Discipline-Related Learning Outcomes
After completing this course the student will be able to:
1. Understand the influence of culture on communication through, specifically:
a. Characterizing cultural and gender differences in messages and rhetorical styles.
b. Adapting speeches to diverse audiences.
c. Demonstrate cultural sensitivity in public speaking.
1. Develop critical thinking skills by applying skills in specific public speaking contexts, specifically:
a. Listening actively and critically as an audience member.
b. Using analytical skills and specific organizational patterns in preparing speeches.
c. Applying appropriate ethical and logical standards to public speaking.
d. Integrating classroom experiences into a personal rhetorical style.
2. Demonstrate basic public speaking skills, including:
a. Identifying and explaining the model, components, conditions, and common terminology of human communication.
b. Recognizing, researching and preparing a variety of organized speeches.
c. Presenting speeches confidently and extemporaneously before an audience, using effective delivery techniques.
d. Demonstrating ethical and courteous behavior as a speaker and audience member.
e. Applying textbook and supplemental reading assignments and library and/or
technological research to individual or group projects
General Education Learning Values & Outcomes
In addition to the discipline-related learning outcomes, this course is designed to meet the following General Education Learning Values and Outcomes:
1. Information Literacy
Definition: Recognizing when information is needed and have the ability to locate, evaluate, and use effectively the needed information. 1.1 Determine the extent of information needed.
1.2 Access the needed information effectively, efficiently, ethically, and legally.
1.3 Evaluate information and its sources critically.
1.5 Effectively integrate and use information ethically and legally to accomplish a specific purpose.
2. Critical Thinking
Definition: The ability to think critically about the nature of knowledge within a discipline and about the ways in which that knowledge is constructed and validated and to be sensitive to the ways these processes often vary among disciplines.
2.1 Identify and express concepts, terms, and facts related to a specific discipline.
3. Communication
Definition: Understanding and producing effective written, spoken, visual, and non-verbal communication. 3.1 Recognize, read, comprehend, and produce academic and/or professional writing.
3.2 Recognize, produce and demonstrate appropriate interpersonal, group, and public speaking skills.
3.3 Demonstrate effective listening skills.
3.4 Integrate academic and/or professional writing into written and spoken projects.
3.5 Recognize, comprehend, and use non-verbal behaviors appropriate to a given context.
3.6 Recognize, comprehend, and use visual communication appropriate to a given context.
3.7 Adapt communication to diverse audiences and media.
4. Community & Cultural Diversity
Definition: Recognizing the value of human communities and cultures from multiple perspectives through a critical understanding of their similarities and differences.
4.1 .Understand, value and respect human differences and commonalities as they relate to issues of race, social class, gender, sexual orientation, disabilities and culture.
4.3 Demonstrate effective communication across differences in human communities and cultures.
6. Individual Awareness & Responsibility
Definition: Understanding, managing, and taking responsibility for one’s learning and behavior in varied and changing environments.
6.1 Identify ethical and healthy choices and apply these personally, socially, academically, and professionally.
6.2 Demonstrate standards of professionalism in manner, appearance, and setting appropriate to the context, including the classroom, workplace, and community.
6.3 Apply successful organizational strategies of planning, goal setting, prioritizing, resolving conflict, and managing time to specific goals and/or projects.
10. Technology
Definition: Understanding the role of technology in society and using technology appropriately and effectively. 10.3 Use technology appropriate to the context and task to effectively retrieve and manage information, solve problems, and facilitate communication.
Materials Required
Textbook (optional): Gregory, H. (2005). Public Speaking for College and Career (8th Ed.)
Boston, MA: McGraw-Hill.
USB Flash Drive or Writable CD: To store and display PowerPoint presentations.
Mini DVD/RW: To record individual presentations.
Assignments
Presentations: Students will be responsible for four (4) individual and one (1) group presentation on the dates listed in the course schedule. Late speeches will be reduced by a full letter grade.
Speech of Introduction: A brief 2-3 minute speech introducing yourself or another student in class (instructor’s option).
Demonstration: A 5-10 minute speech using active visual aids to demonstrate a process
(i.e., how something is done, how something is made, or how to do something).
Informative: A 5-7 minute speech describing or explaining a concept, object or process.
PowerPoint and a minimum of three independent sources required.
Persuasive: A 5-7 minute speech advocating or arguing a position or action.
Panel Discussion: A 30-40 minute presentation/discussion/debate/Q&A session between two groups regarding a significant current issue.
Speech Outlines: Students will develop and use a Key-Word/Short-Phrase outline for each individual presentation. Manuscripts or verbatim texts of speeches are not allowed. The objective is not to memorize your speech, but to be familiar enough with your subject to talk to us about what you know- rather than reading at us. After all, this is public speaking, not public reading. By all means, refer to your notes; but do not rely on them. This should be no problem if you have prepared. Two typed copies are due on the date of presentation. NOTE: Please do not give me a key-word/short-phrase outline and take a manuscript to the podium. You and I should have the same outline. Outlines will be graded for structure and content.
Student Self-Evaluations: For optional credit, students may review their recorded speeches and prepare a one-page, typed, critical analysis of each presentation. Students should reflect on the speaking experience and (1) assess what they did well, (2) identify shortcomings, and (3) develop goals for self-improvement. It is highly suggested that you take the time to review your speeches whether you choose the optional credit, or not. Evaluations must be turned in on the date of your next presentation with your speech outline to get credit. The persuasive self-evaluation must be turned in no later than the last day of finals week.
Attendance and Tardiness: In this class, YOU are the subject. You can’t take part in the learning experience if you are not present. Therefore, roll will be taken at the beginning of every class. To facilitate the process, you will be assigned seats. To encourage your attendance, I am awarding you a total of 50 attendance points for the quarter. I will give you two (2) free Life Management Days; afterwards, I will deduct one and a-half (1.5) points for every absence and three (3) points if you are absent on a day when we are giving speeches. “DON’T CHEAT YOURSELVES.” Also, please be on time to class; tardiness is particularly disruptive during student presentations!!! If you are tardy, it is your responsibility to inform me. Otherwise you will be marked absent.
Audience Class Participation: Showing up is only half the battle. Class participation and discussion is essential to this course. As part of your participation grade, each student will be required to complete an active listening worksheet/evaluation for at least three (3) speakers in each speaking round. If you are absent, you may not make up the assignments. But beyond being here and turning in the work, you must open your hearts, minds and mouths and be active participants in your own education and personal development!!!!!!!! I don’t just want your attention; I want you to be engaged. I want your creativity, self-expression, curiosity, humor, and passion. I want you to engage the curriculum (and me) in such a way that you internalize it and make it yours. I want you to raise your expectations, and then go beyond them. I want you to start today by doing the following:
• Come Prepared
• Make a decision to be fully here
• Keep an open mind
• Take notes
• Watch and listen
• Ask Questions
• Ask for help
• Help each other
• Volunteer to share
• Show Respect
Special Needs: Anyone who has a diagnosed disability that requires special accommodation within
the classroom, such as an alternative testing environment or special furniture, should meet with Eric
Anderson in the Counseling Department so that proper accommodations may be provided.
Grading:
Attendance/Participation…………………………….50
Speech of Introduction ..…………………………….50
Demonstration Speech……………………………...100
Informative Speech…………………………………100
Persuasive Speech…………………………………..100
Speech Outlines: 3 @ 30 points.…….……………….90
Panel Discussion/Debate……...…………………….100
Self-Evaluations: 3 @ 3.3 points (optional)…….....…10 Total 600
Grading Scale
A= 540 – 600 C=420 – 479
B= 480 – 539 D=360– 412
COURSE SCHEDULE
9/22 Orientation:
Syllabus
Speech of Introduction Interviews
9/23 Speeches of Introduction
9/24 Demonstration Speech Preparation:
The Rhetorical Tradition
Aristotelian Method
Analyzing the Occasion:
9/25 Demonstration Speech Preparation:
Analyzing the Audience:
Purpose & Process
Chapter 5, 10 & 11
9/26 Demonstration Speech Preparation:
Selecting and narrowing the topic
Deciding the General Purpose
Develop Specific Purpose
Develop Central Idea
Develop and Organizing Main Ideas
9/29 Demonstration Speech Preparation:
Develop Introduction
Develop the Conclusion
Chapter 12 & 2
9/30 Demonstration Speech Preparation:
Draw for speaking positions
Delivering the Message:
Performance Anxiety
Sample Speeches
10/1 Demonstration Speech Preparation:
Demonstration Outline Review 1-8
10/2 Demonstration Speech Preparation:
Demonstration Outline Review 9-16
10/3 Demonstration Speech Preparation:
Demonstration Outline Review 17-25
10/6 Demonstration Speeches:
Thru Must have blank mini-DVD and two typed copies of speech outline. 10/13 Bring Current Event/News Article Tuesday 10/14
10/14 Informative Speech Preparation:
Reflection and Transition
Current Events
Informative Schema
Visuals Aids
Language
10/15 Informative Speech Preparation:
Informative Speech Topic Areas
Organizational Structures
Developing Main Ideas
10/16 Informative Speech Preparation:
Sample Informative Speeches
Chapters 6-9
10/17 Informative Speech Preparation:
Library Orientation & Research
10/20 Informative Speech Preparation:
Library Research
10/21 Informative Speech Preparation:
Outline Review 1-12
10/22 Informative Speech Preparation:
Outline Review 13-25
10/23 Informative Speeches:
Thru Must have blank mini-DVD and two typed copies of speech outline.
10/30
10/31 Persuasive Speech Preparation:
Reflection and Transition
Hostage: Argumentation & Advocacy
Plato’s Dialectic & Truth
Plato’s Allegory of “The Cave”
11/03 Persuasive Speech Preparation:
Persuasive Speech Topics
Organization Structures
11/04 Persuasive Speech Preparation:
Organization Structures
Persuasive Strategies
Sample Speeches
Chapter 16 & 17
11/05 Persuasive Speech Preparation:
Draw for speaking positions
Historical & Contemporary Speeches
11/6 & 7 Persuasive Speech Preparation:
Library Research
11/10 Persuasive Speech Preparation:
Outline Review 1-12
11/12 Persuasive Speech Preparation:
Outline Review 13-25
11/13 Persuasive Speeches:
Thru Must have blank mini-DVD and two typed copies of speech outline
11/20
11/21 Group Panel Discussion/Debate/Q&A Preparation:
Reflection and Transition
Working in Groups: Group Presentation Objectives
Debate Teams & Format
11/24 Group Presentation/Debate Preparation:
Video: Resolved or The Great Debaters
11/25 & 26 Group Presentation/Debate Preparation:
Library Research
11/27 & 28 Thanksgiving Holiday
12/1 Final Group Presentation/Debate Preparation:
12/2 Group Panel Discussion/Debate/Q&A Preparation:
Group 1 vs. Group 2
12/3 Group Panel Discussion/Debate/Q&A Preparation:
Group 3 vs. Group 4
12/4 Group Panel Discussion/Debate/Q&A Preparation:
Group 5 vs. Group 6
12/5 Group Panel Discussion/Debate/Q&A Preparation:
Group 7 vs. Group 8
12/8 Final Class Day
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