Speech
Speech 801-198 (16 Weeks)
Fall 2005
Course Information
Instructor: Rick Barribeau Office Hours: M_______________
T_______________
Office: Racine 222D W_______________
TH_______________
Phone: 262.619. 6822 (School Phone) F_______________
262.619.6227 (FAX)
E-Mail: barribeaur@gtc.edu
Address: Gateway Technical College, 1001 S. Main Street, Racine, WI 53403
Text: Beebe, Steven, and Susan J. Beebe. Public Speaking: An Audience-Centered Approach. 6th ed. Boston: Allyn and Bacon, 2003.
Materials: Two computer disks
Notebook/paper
Pens/pencils
Videocassette
Description: Speech explores the fundamentals of effective oral presentation to small and large groups. Topic selection, audience analysis, methods of organization, research, structuring evidence and support, delivery techniques, and other essential elements of speaking successfully, including the listening process, form the basis of the course.
Credits: 3
Prerequisites: None
Objectives: To enhance speaking and listening skills for a professional environment, students need to develop a number of skills. The following skills are promoted and assessed in this course.
❑ Demonstrate active listening behavior.
❑ Tailor presentations to fit specific audiences.
❑ Demonstrate ethical responsibility in public speaking.
❑ Use research based evidence, logical reasoning, and examples to clarify, prove, and add interest to ideas, statements, or assertions presented in a speaking situation.
❑ Present material using distinct organizational patterns.
❑ Incorporate audio/visual aids during public presentations.
❑ Demonstrate effective delivery skills.
❑ Evaluate presentations.
❑ Present a speech to inform.
❑ Present a speech to argue and persuade.
❑ Present information in a group discussion.
❑ Present a speech for a special occasion (e.g., ceremonial, entertainment).
Core Skills: Gateway believes students need both technical knowledge and skills and core abilities in order to succeed in a career and in life. The following nine core abilities are the general attitudes and skills promoted and assessed in all Gateway programs; those followed by an asterisk are promoted and assessed in this course.
❑ Act responsibly*
❑ Communicate clearly and effectively*
❑ Demonstrate essential computer skills
❑ Demonstrate essential mathematical skills
❑ Develop job-seeking skills*
❑ Respect self and others as members of a diverse society*
❑ Think critically and creatively*
❑ Work cooperatively*
❑ Value learning*
Special Needs
If you have any special educational needs or concerns, please contact your classroom instructor or the special needs instructor on your campus. The special needs instructors on the Racine campus are Peggy Jude (619.6478) and Linda Mahoney (619.6520). Their office is in the Student Services area in the Lake Building.
Schedule
The course will be divided into the following units:
❑ Unit 1: Informative Speeches (~5 weeks)
❑ Unit 2: Persuasive Speeches (~5 weeks)
❑ Unit 3: Researched Speeches (~6 weeks)
A schedule will be handed out for each unit as we begin the unit.
Grading
❑ Attendance, adherence to deadlines, and participation in class count about 15 percent of the final grade. For each absence after the first, four (4) points will be deducted from this grade. Because this class requires an audience for speeches, it is important that you attend classes regularly. Your first absence is not penalized. Late arrivals and early departures may be considered as absences depending on their frequency and duration. Note that an absence may also affect your ability to do an assignment.
For each week that a speech is late, thirty (8) points will be deducted from this grade. In addition, you must contact the instructor to schedule a make-up speech. If you fail to give the make-up speech, you will fail the class.
For each assignment that is late, two (2) points per calendar day will be deducted from this score. Failure to participate in class activities will also result in deductions to this grade.
❑ Speeches count about 40 percent of the final grade. You will give a number of speeches during the semester. Possible speeches include an icebreaker, demonstration, sales, birthday, quote, reading, research, interview, persuasive, and ceremonial speech.
❑ Tests count about 30 percent of the final grade. Tests are given to reinforce the readings and activities for the units.
❑ Written assignments count about 15 percent of the final grade. Assignments to prepare for speeches and to improve communication skills are an important part of this class.
❑ Grading Scale
|Letter |Numeric Grade |Letter |Numeric Grade |
|Grade | |Grade | |
| A |95 – 100 | C |79 – 82 |
| A- |93 – 94 | C- |77 – 78 |
| B+ |91 – 92 | D+ |75 – 76 |
| B |87 – 90 | D |72 – 74 |
| B- |85 – 86 | D- |70 – 71 |
| C+ |83 – 84 | F |69 – 0 |
❑ Grading Matrix
This matrix shows the basic assessment used for this course. Specific criteria may be handed out for each assignment.
|Assessment Areas |Grade Earned |
| |A |B |C |D/F |
|Audience/ |Superior audience |Good audience awareness |Some audience awareness. |Ignores the needs and |
|Topic |awareness | |Shows thoughtfulness about |interests of the |
| | | |subject matter |audience. Trite topic. |
| | | | |Little thought about the |
| | | | |subject matter. |
|Purpose |Clearly articulated |Clear purpose beyond the |Some sense of purpose. |Does not fulfill the |
| |central idea. Speech |minimum requirements of the|Meets minimum requirements.|requirements of the task.|
| |meets time frame of |task. Speaker may be |Close to expected time |The speaker largely |
| |assignment |slightly under or over |frame. |ignores the time frame. |
| | |expected time frame. | | |
|Organization |Clearly stated |Introduction, body, and |Basic structure acceptable.|Disorganized. Rambling. |
| |introduction, body, and |conclusion distinct and |Ideas are ordered and |Necessary elements |
| |conclusion containing the|contain the necessary |linked. |missing from one or more |
| |necessary elements. |elements. Audience can | |sections of speech. |
| |Transitions effectively |distinguish main ideas. | |Transitions are awkward |
| |used. Main ideas are | | |or missing. |
| |distinct and focused. | | | |
|Support |Supports are well chosen.|Reliable evidence and sound|The speech has some |Weak or non-existent |
| |Sufficient and varied |reasoning strategies are |relevant documented |support. Failure to |
| |evidence is provided. |used. |support. |credit sources. |
| |Sources are appropriately| | | |
| |cited. | | | |
|Language |Language is concise and |Sentences are clear. |Some awkwardness and |Effectiveness of speech |
| |precise. Words are |Conscious language choices |wordiness. An occasional |hampered by poor language|
| |correctly pronounced and |are evident. |error. |usage skills. |
| |articulated. | | | |
|Delivery |Eye contact meets or |Eye contact is at least ½ |Eye contact is 25 to 50% of|Eye contact limited to |
| |exceeds 2/3 of the time |of the time. Voice is |the time. Occasional |occasional glances. |
| |goal. Voice is varied. |varied. No distracting |vocalized pauses. Some |Sustained less than 10% |
| |Minimum of vocalized |nonverbal communication. |nonverbal distractions. |of time. Frequent |
| |pauses. Non-verbal |Speaker is clearly in |Some signs of speaker |vocalized pauses. |
| |communication enhances |control of situation and |anxiety may be present. |Monotone or inappropriate|
| |message. Speaker seems |recovers from any slips. | |pitches. Nonverbal |
| |poised. | | |communication distracts. |
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