General Education Course Inclusion Proposal

EFFECTIVE COMMUNICATIONCourse Name and Number: SP 100 – Public Address

Home Department: Communication & Performance Studies (CAPS)

Department Chair Name and Contact Information: Jim Cantrill, jcantril@nmu.edu

Expected frequency of Offering of the course: Multiple sections every semester (incl. occasional Summer Session I)

Official Course Status: Has this course been approved by CUP and Senate? YES

Overview of course (please attach a current syllabus as well): Please limit the overview to two pages (not including the syllabus)

Course Content

The goal of SP 100 is to provide students with the theoretical knowledge and skills that will allow them to sharpen their overall communication skills, boost their confidence levels when faced with larger audiences, and learn how to communicate ideas effectively to the target audience. By the end of the course we are hoping that students can achieve the following objectives: Students will improve their speech writing abilities by modeling efficient approaches to selecting and researching topics, using different formats for structuring and organizing a public presentation and that they will use their communication ethically though the use of internal and oral citations. Further, students should also improve in their ability to deliver a speech by being able to demonstrate effective processes of critical listening, identifying effective and ineffective aspects of oral presentations, complete thorough audience analysis, work to apply methods of reasoning, analyze and support arguments through visual and oral means, and to use their language and delivery styles to adapt to specific types of audiences in various public speaking settings. Lastly, students should be able to apply and transfer the theories, concepts, and skills from the course outside of this one course and see these skills as useful in a variety of other contexts.

Component Learning Outcomes (assessed via written exam answers, reports, and/or class projects)

A. Written Communication: In order to satisfy the Delivery (written) learning outcome dimension, SP100 requires students to research topics in depth and provide detailed outlines for presentations. These presentations and topics vary from student to student with the overall theme of the speech including Special Occasions, Informative, and/or Persuasive settings. These outlines are to include multiple scholarly sources that are to be referenced both in internal citations and through oral citations. These outlines are also to be free of grammatical errors, organized via a selected and appropriate organizational pattern chosen to fit the topic, situation, and audience. They are to have an introduction that establishes the importance of the topic, connects the audience to the topic, and details the thesis and the main points the speech will be founded on. The speech is also to use appropriate transitional sentences that both review and preview work that is flowed through several primary intersecting main points. Finally, students are to end with a concluding paragraph where

they will recap the main purpose of the speech, reconnect the audience to the importance of the information, and leave a lasting impressionable thought. Most outlines turned in are to be written in full sentences and on average contain five+ sources. The written component of the course comprises almost half of the grade as each speech delivered will require an outline. Further, outside of speeches, there are various other written assignments assigned that range from a speaker analysis, mediated presentational analysis, and self-analysis documents that students produce.

B. Oral Communication: In order to satisfy the Delivery-Oral learning outcomes dimension, SP100 requires multiple speeches that range from 2-3 minutes advancing to upwards of 8-10 minutes. At a minimum students give three speeches in a given semester. These speeches must deliver a presentation that has been well researched and organized. It must contain a thorough audience analysis; any and all presentations aids must be clear, accurate, and displayed properly so as to not distract, but rather enhance the message/purpose of the presentation. Students are expected to use a variety of language and delivery techniques that fit the audience and situation (i.e., eye contact, extemporaneous delivery versus manuscript delivery, tone and pitch, pauses and movement, professional dress and creativity in language.)

C. Critical Thinking: In order to satisfy the Critical Thinking learning outcomes dimension, SP100 requires multiple types of assignments that require students to access, evaluate, and apply a variety of information, options, conclusions, and arguments. For each of the oral presentations required of the students a formal outline is also required. As reference previously (B), students complete a minimum of three speeches in a given semester. Through to process of writing and delivering a speech students must access information that is relevant to a topic chosen for the given audience and situation. Once they have accessed their information they will need to evaluate it for quality using markers of credibility, timeliness, and accuracy. They will then need to use the information in a specific way; to inform, entertain, and/or persuade. Their speeches are expected to be in an organizational pattern that reflects this process of identifying, analyzing, and applying their information. Further, a course might require one or more synthesis and evaluation assignments where student might be asked to watch a speech on-line or watch a speech of a peer and evaluate the speech and the delivery according to the overall learning objectives of the course. While the rubric below only uses one assignment in the course as an example of the completion of critical thinking outcomes, the elements of evidence quality, integration and synthesis, and evaluation are found in over 75% of the course.

Target Audience

SP 100 attracts a wide diversity of students—representing everyone from FYE students to graduating seniors in a variety of majors—and typically uses pedagogical approaches such as, peer evaluative feedback, open discussion formatting, lecture, and active learning between individuals with varied academic and life experiences. While other courses may require a public presentation, for students outside of majoring or minoring in Communication Studies this may be the only opportunity they have for formal public speaking instruction, practiced presentational skills, and a continuous feedback process that allows for public speaking skills to be routinely practiced and defined. Further, teaching students to acquire, use, and evaluate information is a staple of communication education and allows students to be more information proficient. The information literate student understands the type of information that is needed, is proficient in research, and engages in critical thinking (CT) when incorporating content into an existing knowledge base. Lastly, for those students experiencing apprehension towards public

discourse or any kind, this might be the only opportunity students have to work on reducing communication apprehension slowly and incrementally, while still having multiple opportunities in one course to advance in the confidence that grows when lack of apprehension is present. Assessment feedback confirms that most students find it to be one of the most practical courses that they can apply outside of the course (i.e. other presentations in varied courses, speaking at student organization meetings, interviewing, and feeling confident in front of groups). Non-traditional students go further to report that having public speaking knowledge and skills proves to be essential to their continued career growth and success.

Institutional Role

In contrast to many other universities, most in fact, NMU does not require undergraduates to take a “communication” course in order to graduate (e.g., interpersonal communication, public address, small group process) per se. While Communication and Public relations majors and minors are required to take the course, a good majority of the enrollment each semester are students that are part of another major or minor on campus (i.e. construction management, elementary education, nursing, etc.). Over 8 of SP 100 sections in FY 2014, non-CAPS majors have accounted for 77% of registrants. We also find that students often take the course as part of their Associates Degree Concentration and an elective of interest to meet minimum graduation requirements. Additional Considerations

Currently, although faculty teaching SP 100 adopt the same course objectives, pedagogical approaches vary. Regardless of their pedagogical approach to the course or the different kinds of assignments they use, all instructors teaching SP 100 have agreed to coordinate activities so that at least 50% of the graded material can and will be subjected to learning outcomes analysis using the approved rubric and conform to the letter and spirit of the provisions made in this proposal. Historically, we have capped sections at 25 students though the course could be taught to larger numbers through the use of a speech lab, where students would present speeches on a set aside day, each choosing an appointment time, so that the number of speeches a semester could remain the same and the caps could be increased. This course has been taught this way in the past and it was reported by both the instructor and the students alike to be successful in fulfilling the learning objectives. It does have some instructor constraints regarding work load and the instructors’ ability to listen to and objectively critique more than a handful of speeches as on time. Were the course to become a part of the General Education program, we might adopt this later approach based upon enrollment pressures we predict will accrue with time.

PLAN FOR LEARNING OUTCOMESCRITICAL THINKING

Attainment of the CRITICAL THINKING Learning Outcome is required for courses in this component. There are several dimensions to this learning outcome. Please complete the following Plan for Assessment with information regarding course assignments (type, frequency, importance) that will be used by the department to assess the attainment of students in each of the dimensions of the learning outcome. Type refers to the types of assignments used for assessment such as written work, presentations, etc. Frequency refers to the number of assignments included such as a single paper or multiple papers. Importance refers to the relative emphasis or weight of the assignment to the entire

course. For each dimension, please specify the expected success rate for students completing the course that meet the proficiency level and explain your reasoning. Please refer to the Critical Thinking Rubric for more information on student performance/proficiency in this area. Note that courses are expected to meaningfully address all dimensions of the learning outcome.

DIMENSION DIMENSION GUIDANCE

PLAN FOR ASSESSMENT

Evidence Assesses quality of information that may be integrated into an argument

Task Type: Persuasive Speech and/or OutlineFrequency: At Least Once a SemesterOverall Grading Weight: 30% Expected Proficiency Rate: Since SP 100 attracts such a wide

range of students, including those at NMU with probationary of transitional status, we expect as much as a quarter of the enrollees could fail to achieve a “proficient” rating. Thus, our criterion level is 75%.

Link Between Assessment Dimension & Assessment Plan: Instructors will consider the extent to which students rely upon high quality support (i.e., source citations, quoted material, facts or figures, representative examples) to provide a variety of grounds for they make in addressing assignment directions for the outlines they produce, the peer review or self-review feedback reports, or the oral presentations they give. For example, a student may be asked to research and give an 8-10 minute persuasive speech, advocating for either a change in belief or behavior or opposing a change in a status quo. In turn, the instructor would evaluate the frequency, type, and caliber of supporting materials students explicitly refer to in their presentation and whether those supporting materials effectively communicate a logical, credible and well-supported argument.

Integrate Integrates insight and or reasoning with previous understanding to reach informed conclusions and/or understanding

Task Type: Persuasive Speech and/or Outline (subjected to rubric analysis independent of grading scale)

Frequency: At Least Once a SemesterOverall Grading Weight: 30% Expected Proficiency Rate: Since SP 100 attracts such a wide

range of students, including those at NMU with probationary of transitional status, we expect as much as a quarter of the enrollees could fail to achieve a “proficient” rating. Thus, our criterion level is 75%.

Link Between Assessment Dimension & Assessment Plan: Instructors will consider the extent to which students use information gained in the course or from prior experiences and/or courses (e.g., employment settings, personal lives) to provide a well- reasoned and insightful synthesis in addressing assignment directions for the persuasive

speeches, peer and self-review feedback essays, and outlines produced. For example a student who presents a speech on Dyslexia citing their personal experiences growing up with the disability, how it is viewed by themselves and others, and what it is and how it effects learning and relationships. The instructor would in turn evaluate the range, clarity and appropriateness of the ideas and examples that were used in informing the audience on the topic and creating a sense of shared understanding regarding what Dyslexia is and its overall importance.

Evaluate Evaluates information, ideas, and activities according to established principles and guidelines

Task Type: Peer and Self-Reflection Papers, and/or Projects related to reviewing presentational effectiveness or ineffectiveness (subjected to rubric analysis independent of grading scale)

Frequency: At Least Twice a SemesterOverall Grading Weight: 20% Expected Proficiency Rate: Since SP 100 attracts such a wide

range of students, including those at NMU with probationary of transitional status, we expect as much as a quarter of the enrollees could fail to achieve a “proficient” rating. Thus, our criterion level is 75%.

Link Between Assessment Dimension & Assessment Plan: For example, individual students may be asked to produce a personal reflection paper regarding the effectiveness or ineffectiveness of their own speech as compared to the examples provided, the rubric for the assignments, and the expectations of the assignment; in turn, the instructor would evaluate the extent to which students rely upon previous instruction, activities, examples, and presentational guidelines in completing their analysis. Students might also be asked to complete a peer evaluation, requiring effective processes of critical listening, and identifying effective and ineffective aspects of oral presentations. Again, the instructor would in-turn evaluate the extent to which students rely upon previous instruction, activities, examples, and presentational guidelines in completing their analysis.

PLAN FOR LEARNING OUTCOMESEFFECTIVE COMMUNICATION

Attainment of the EFFECTIVE COMMUNICATION Learning Outcome is required for courses in this component. There are several dimensions to this learning outcome. Please complete the following Plan for Assessment with information regarding course assignments (type, frequency, importance) that will be used by the department to assess the attainment of students in each of the dimensions of the learning

outcome. Type refers to the types of assignments used for assessment such as written work, presentations, etc. Frequency refers to the number of assignments included such as a single paper or multiple papers. Importance refers to the relative emphasis or weight of the assignment to the entire course. For each dimension, please specify the expected success rate for students completing the course that meet the proficiency level and explain your reasoning. Please refer to the Rubric for more information on student performance/proficiency in this learning outcome. Note that courses are expected to meaningfully address all dimensions of the learning outcome.

DIMENSION WHAT IS BEING ASSESSED

PLAN FOR ASSESSMENT

Central Message and Structure

Central message is the primary focus (main idea or thesis) of the work. Structure is the arrangement of the parts or elements of the work that aids in understanding which includes being coherent, logical, and complete.

Task Type: Oral Presentations and/or OutlinesFrequency: At least once a semesterOverall Grading Weight: 20% Expected Proficiency Rate: Since SP 100 attracts such

a wide range of students, including those at NMU with probationary of transitional status, we expect as much as a quarter of the enrollees could fail to achieve a “proficient” rating. Thus, our criterion level is 75%.

Link Between Assessment Dimension & Assessment Plan: For all presentations delivered and outlines created it is expected that the student uses a format that is appropriate for the topic, situation, and audience. This outline involves elements of introductory and concluding materials, transitional sentences, citations of scholarly works used, and content that conveys a clear and accurate message. While there are many ways to format a presentation students will use the method of organization that best fits the above criteria. For example, a student may choose to give an informative speech on Biker Safety. This student will most likely adopt a topical approach to the subject matter covering three main topic points such as; staying safe on the trails, on the roadways, and on-campus. In contrast, another student may present an informative speech on the Changes to Our Health Care Laws and their speech may be organized as a pro-con speech, allowing the audience to ultimately choose where to stand having all of the costs and benefits analyzed. An instructor would evaluate the each student’s understanding of the appropriateness of the organizational pattern in clearly and eloquently conveying the central message. They will be evaluated on their use of transitional materials as well as internal organizational methods (i.e. sign posts, internal reviews and previews, etc).

Substantiation Substantiation includes solid reasoning and valid evidence supports conclusions; sources are documented in accordance with disciplinary conventions

Task Type: Oral Presentations and/or OutlinesFrequency: At least once a semesterOverall Grading Weight: 20% Expected Proficiency Rate: Since SP 100 attracts such

a wide range of students, including those at NMU with probationary of transitional status, we expect as much as a quarter of the enrollees could fail to achieve a “proficient” rating. Thus, our criterion level is 75%.

Link Between Assessment Dimension & Assessment Plan: It is an expectation of the course that students not only provide a reference page detailing in APA or MLA the sources used in all presentations. It is further the expectation that all sources found on their reference page will also be cited orally using the name, date, title, and credibility of the source. All speeches are required to have some level of research. However, the research requirements may vary from assignment to assignment. It is also expected that any claims advanced are supported by qualified evidence and that any information presented is accurate and credible. For example, a student may be assigned a policy argument on an environmental issue. This assignment might require a student to complete their advocacy or opposition statements using more than 6 references, 3 of which must come from peer-reviewed journals. The student presenting the issue to their audience cannot make generalizations that are not supported by research or evidence. They are to avoid other fallacies in reasoning (i.e. false-cause, hasty generalizations and/or irrelevant arguments). When citing and evidence and/or information that supports the arguments they are expected to do it both orally and in writing on a reference page. The instructor would in-turn evaluate if the student met the research and citation requirements and further evaluate the success of the students arguments via whether their conclusions are founded on reasoning that is free of fallacies and supported by proof.

Delivery-Written Text (clear, readable, consistent with disciplinary conventions and standard written conventions including proofreading and proper syntax etc.) appropriate to the purpose and

Task Type: Full-sentence outlines and/or Peer and Self-reflective essays

Frequency: Multiple times throughout the semesterOverall Grading Weight: 20% Expected Proficiency Rate: Since SP 100 attracts such

a wide range of students, including those at NMU with probationary of transitional status, we expect as much as a quarter of the enrollees could fail to

audience. achieve a “proficient” rating. Thus, our criterion level is 75%.

Link Between Assessment Dimension & Assessment Plan: One of the main objectives of the course is for students to research topics in depth and provide detailed outlines for presentations. These outlines are to include multiple scholarly sources that are to be referenced both in internal citations and through oral citations. These outlines are also to be free of grammatical errors, organized via a selected and appropriate organizational pattern chosen to fit the topic, situation, and audience. Student may also complete review papers evaluating the speech of a peer, the self, and/or an example provided by the instructor. Those assignments are also expected to be free of grammatical errors, include all aspects of the assignment, are thorough in their analysis, and organized. For example, students may be required to watch a speech on the internet, such as a TED Talk, and provide feedback on speech competencies observed or ignored in a critical review paper. The instructor would then evaluate the paper for its use of organization, it thoroughness in analysis, and it writing.

Delivery-Oral Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) and audio/visual aids appropriate to the purpose and audience.

Task Type: Oral PresentationsFrequency: Multiple times throughout the semesterOverall Grading Weight: 40% Expected Proficiency Rate: Since SP 100 attracts such

a wide range of students, including those at NMU with probationary of transitional status, we expect as much as a quarter of the enrollees could fail to achieve a “proficient” rating. Thus, our criterion level is 75%.

Link Between Assessment Dimension & Assessment Plan: All presentation that utilize presentational aids must be clear, accurate, and displayed properly so as to not distract, but rather enhance the message/purpose of the presentation. Students are expected to use a variety of language and delivery techniques that fit the audience and situation (i.e., eye contact, extemporaneous delivery versus manuscript delivery, tone and pitch, pauses and movement, professional dress and creativity in language.) The use of audience and situation analysis will help students in determining which visual/audio aids are most effective and which style of delivery would enhance the acceptability of the speaker’s information and/or

message. For example, students may interview other students regarding their topic to be sure they are accounting for the beliefs and attitudes of their audience, prior to delivering their actual speech. The instructor could then assess, outside of the standard critique for delivery, if the student used their audience analysis in identifying the appropriate visual/auditory aids to be used and in choosing the style of delivery that would be most effective for that situation, purpose, and audience.

PUBLIC ADDRESS

(SP100) Winter 2014

Instructor: Sara Potter

Office: TFA 222Office Phone: 227-1680

Office Hours: M-TH 1-1:50 and before/after classE-mail: Sapoggi@nmu.edu

RECOMMENDED TEXTS:

Simonds, C. J., Hunt, S. K., & Simonds, B. K. (2010) Public Speaking. Pearson Education; Boston, MA.

ALSO REQUIRED:

Access to educate and a working email account that you check regularly

COURSE GOALS:

There are two primary goals for this course and that encompasses a wide range of skills that student will be evaluated on via their speech outlines, their presentations and through exams.

1. Students will improve their speech writing abilities. This goal will be assessed using the following objectives;

a. Students can model efficient approaches to selecting and researching speech topics.b. Students can use different formats for organizing and structuring public presentations.c. Students will use communication ethically through the use of internal and oral citations.

2. Students will improve in their ability to deliver a speech. This goal will be assessed using the following objectives;

a. Students can demonstrate effective processes of critical listening, identifying effective and ineffective aspects of oral presentations, and audience analysis.

b. Students can apply methods of reasoning through, analyzing and supporting arguments through visual and oral means.

c. Students can effectively use language and delivery styles to adapt to specific types of audiences in public speaking situations.

Objectives are completed via multiple measures: written outlines, oral presentations, in-class activities, self and peer evaluations, synthesis papers, and exams.

COURSE POLICIES:

ATTENDANCE: While your attendance is not mandatory, you assume full responsibility for any material and assignments you miss including changes in the course schedule. Beware of relying on another’s notes; in this course; it is essential that students take comprehensive and detailed notes of lecture material. The instructor will clarify course material only for those who have made arrangements for excused absences.

You are always responsible for all material distributed. Also note, any/all materials are handed out (or e-mailed) only once. If you are not in class to receive them (or delete/lose them), you should obtain the information from a fellow classmate or view the course homepage.

With regards to the 30 second exercises; these exercises can only be completed during the class session in which they are due. There are a total of 8 30 second exercises held during assigned class periods that are worth 5 points apiece for a total of 40 points. Should you miss a day the 5 points for the exercise are lost and cannot be made up. You assume full responsibility for the amount of points you choose to earn or loose.

NOTE: Attendance and punctuality are mandatory on all assigned SOS, Informative, and Persuasive speech days! Ten points will be deducted from your total grade for each speech day you are absent or tardy.

PROFESSIONALISM: (1) Professionalism includes respecting others’ opinions, not interrupting in class, being respectful to those who are speaking, and working together in a spirit of cooperation. (2) All assignments for this course must be typed unless otherwise indicated. (3) Professional attire (e.g., collared shirts, khakis, etc.) are required for presentations, as it adds to speaker credibility. No jeans are permitted. When I walk into the classroom on speaking days I should immediately recognize those students who are presenting.

ASSIGNMENT DUE DATES : All speeches, assignments, and exams must be completed on the date assigned. I WILL NOT accept late work. If you are unprepared to deliver a speech on your assigned day or do not come to class on an exam or speech day, you will receive a ZERO for that assignment unless an alternate due date has been previously approved or specific documentation is provided in the event of extreme circumstances. Also, you forfeit any activity points for exercises during this class session if not in

attendance.

CHEATING/PLAGIARISM: Students are expected to be honest in all academic work, consistent with the academic integrity policy as outlined in the Code of Student Conduct. All work is to be appropriately cited when it is borrowed, directly or indirectly, from another source. Unauthorized and unacknowledged collaboration on speech topics and/or the presentation of someone else’s work warrants plagiarism.

Students found to inadvertently commit acts of dishonesty will receive appropriate penalties specific to the assignment in question. Students found to commit intentional acts of dishonesty will receive a failing grade in the course and will be referred for appropriate disciplinary action through the university. All work submitted in this course must be your own original work.

USE OF TECHNOLOGY: The use of your computers will be limited to note taking only. There will be a few times throughout the semester that you will be allowed to use your computers for assignments and class activities. There is significant research to support the negative impact of “multi-tasking” (i.e. checking Facebook while taking notes) on student performance. If observed not using your lab top in a class appropriate manner you will be asked to turn it off. All other electronic devices such as mp3 players, etc. will not be permitted during class time.

SPECIAL NEEDS: If you have a need for disability-related accommodations or services, please inform the Coordinator of Disability Services in the Disability Services Office at 2001 C. B. Hedgcock (227-1700). Reasonable and effective accommodations and services will be provided to students if requests are made in a timely manner, with appropriate documentation, in accordance with federal, state, and University guidelines.

MAJOR ASSIGNMENTS: All assignments must be typed, using Times New Roman 12 point font, double-spaced with 1” margins.

EXAMS: At the end of the semester there will be a comprehensive final exam. This exam will assess your understanding of communication concepts and theories, as well as your application and integration abilities. The exam will be a combination of objective (multiple choice, fill-in-the-blank, matching, true/false) testing methods. There are no make-up exams.

SPEECHES: Each student will present three speeches:- Informative speech [5-7 minutes w/at least 4 sources (only 2 Internet sources]- Persuasive speech [6 - 8 minutes w/at least 6 sources (only 3 Internet sources) and one visual aid]

- TED Talk (Special Occasion) [4-6 minutes with minimum of 2 hard sources and 10-20 slides, recorded, posted, and podcasted]

Full sentence outlines for each speech must be typed and in FULL SENTENCES and are due the day of your assigned presentation. Without an outline present on your assigned presentation day, you will lose 5 points off your total score. A reference page must also be completed using APA/MLA style for citations, failure to turn in a reference page will result in a loss of 10 points. Both of these are required in order for you to receive a grade on your speech. These outlines will also be assessed separately, based on research, organizational work, creativity, and clarity.

30 SECOND EXERCISES: These exercises will be completed during class sessions in which they are assigned. They are worth 5 points apiece for a total of 40 points. Students can only earn points for these exercises when present in class. They cannot be made up in the event of an absence.

EVALUATION:

TED Talk 50 pts.Informative Speech 100 pts. Outline 25 pts.Persuasive Speech 100 pts.

Outline 25 pts.

TED Speech Analysis 10 pts.Peer and Self Evaluations 10 pts.30 Second Exercises 40 pts.

Final Exam 100 pts.

Other Assignments TBA

Scoring scale:

Use the following scale to determine your final course grade.

100-93= A 76-73 = C92-90= A- 72-70 = C-89-87= B+ 69-67 = D+86-83= B 66-63 = D82-80= B- 62-60 = D-79-77 = C+ 59-0 = F

In this course, simply doing an assignment does not result in an “A.” Failure to follow directions or meet criteria will result in a loss of points. Students should note the definition of each letter grade:

“A” is reserved for work that is exceptional“B” is reserved for work that is above average“C” is reserved for work that is average (meets criteria)“D” is reserved for work that is below average“F” is reserved for work that is failing, late, or not submitted for evaluation

Please be aware of the fact that a “bad” grade is not a reflection upon you as a person or student. A lower grade is merely a challenge to do better. I would be doing you a huge disservice if I did not expect you to live up to your fullest potential.

Please keep in mind that I AM HERE TO HELP! My goal as an instructor is to do all I can to create an environment in which we all can learn from each other safely, productively, and happily. Every person in this class contributes to that environment, and together we share the power to determine whether or not we live up to that goal. Please do not hesitate to ask questions, or ask for help, in or out of class. Unless there is a privacy issue at stake, in-class is often best, since your classmates may have the same questions or concerns that you do, and then you are helping them, too.

PUBLIC ADDRESS – T/TR TENTATIVE SCHEDULEDate Topic Chapter(s) / Assignments Due

January 14 (T)-Syllabus 30 Second exercise “Interview a Classmate”

(in-class no prep)

16TED Talks

Importance of Public SpeakingTED Talk Analysis Assignment

21

TED assignment discussion/Assign TED

- Speaking to inform

- Topic Selection

TED Analysis due 22nd

23- Gathering Materials

- Audience Analysis

30 second exercise “Mystery Topic” (in-class no prep)

28 TBD

30

- Supporting Your Ideas /Power Point

- Ethical Communication30 second exercise “My topic Preview”

February 4 Learn Camtasia

6TED Talk Prep Day

11 Watch TEDS

13 Watch TEDS

18

REVIEW ASSIGN Informative Speech

20-General/Specific Purpose

- Introductions & Conclusions

25- Organization

- Outlining30 second exercise “Introduction”

27TBD

March 4Spring Break

6 Spring Break

11

- Language

- Non-verbal comm.

- Delivery 30 second exercise “Movie monologue”

13 Workshop day

18 INFORMATIVE SPEECHES

20 INFORMATIVE SPEECHES

25

INFORMATIVE SPEEHCES

27

- Speaking to Persuade

- Topic Selection

- Persuasive Speech Assigned

April 1 NO CLASS- CSCA

3 NO CLASS- CSCA

8- Ethos, Logos, Pathos

- Organization

30 second exercise “Research Topic”

E,L,P Worksheet assigned

10- Organization Cont’d E,L, P Worksheet Due

15- Visual Aids

REVIEW for Speeches

30 second exercise “Prop” (in class)

17 PERSUASIVE SPEECHES

22 PERSUASIVE SPEECHES

24 PERSUASIVE SPEECHES

Exam day30 second exercise “What I learned”

Final Exam closes

Assignment 1: Analyze a TED TalksSpecial Occasion Speaking

This assignment will help you prepare for your first speech assignment and to get you critically analyzing the components of good speech writing and delivery.

Go to www.TED.com/talks

On the left hand side narrow your searches down to a 4-6 minute speech (show by length selection, please don’t do anything longer) and pick a theme (inspiring, courageous, etc.- order talks by link). Once you’ve narrowed the field select and listen to any speech of your choice. You do have options of narrowing it to a specific field if you’d like, but you are not required to do so.

Once you’ve listened to the speech write a 2 page, SINGLE-spaced paper, discussing why choose the particular speech, a brief synopsis of the speech, and what you gained from listening to it. You are also to include a paragraph about the 3 things you thought the speaker did well and the 3 things they could improve upon. You must also include a brief section on whether you think this was an overall good speech or not and why.

This assignment is in preparation for your very own TED Talk. Please pay careful attention to the speech itself and the delivery of it. This assignment is worth 10 points and will be assessed on organization, writing, and thoroughness.

SPEECH 1: Creating a TED Talk

Culminating Project: You will create your own TED talk based off our essential question "What Matters?"

Give a Talk: Each student will give their own 4-6 minute TED Talk done on video, uploaded, and then broadcasted in class.  Students will prepare with a ‘global’ audience in mind, Remember "Spread an idea worth spreading."

Theme: They will use “What Matters (to You)?” as their ‘essential question’ to explore for their own TED Talk.  Essentially, they will select a topic based on something that truly “matters” to them and craft a 10-20-slide presentation with 2 hard sources to go with it.  Timeline: Feb 11 (Tues class). We will show the videos in the class and each student will be responsible for two peer evaluations.  

Here are some sample TED talks from a colleague Christian Long's class: TEDxClassroomProject YouTube channel . Please feel free to watch a few of these to get a sense of Theme. HOWEVER, please bear in mind that what I require from you with regards to organization, sources, dress, and presentation style does differ. Use these videos only as inspiration for you topics.

You can also watch the video in the following link to get a broader sense of what you’ll be doing.

https://www.youtube.com/watch?feature=player_embedded&v=rRa1IPkBFbg

Speech 1: TED Talk Rules and Advice

Goals:

1. Each student selects a topic about which they are passionate. Expertise is not a requirement, although it is a goal.

2. Each student develops a way to ‘tell a story’ or ‘highlight an idea’ or ‘pursue a question’ that they want to share with the world.

3. Each student develops a speaking style that combines intentional practice and passionate delivery.

4. Each student shares a well-developed and rehearsed Talk with the support of visual slides that help move the topic forward.

5. Each student shares share their TED Talk with the larger world (as well as their classmates).

Rules:

1. Students will be assigned dates and times for delivering their Talk in front of their class. 2. Each student will have 2 weeks minimum to prepare their talk. Talks will be given in

class during the scheduled period. 3. Each Talk must be between 4 and 6 minutes. 4. Each Talk must include 10-20 PPt or Keynote slides-technical difficulties should be

worked out ahead of time.  Practice and test your materials 5. All Talks will be recorded and posted. No talks will be given live, we will be watching

your post virtually.  

Advice:

1. Pick an idea you are madly curious about, want to learn more about, and/or want to share with the world. The topic can be something that you’ve experienced, heard about, read/watched, or have simply been wanting to learn more about over time.

2. Focus on ‘one story’ (if possible) to center your overall Talk, although you certainly can expand beyond that. Be factual but also help your audience emotionally care about the subject.

3. Try to imagine being in the audience listening to your own Talk: What will interest you? What will inspire you? What will move you to ‘act’ or want to learn more?

4. Practice the timing of your Talk. Do not expect to record the first time you do it, do one/multiple dry-runs before recording.

5. Because each Talk must last between 4 and 6 minutes, figure out whether your ‘draft’ Talk should be shorter or longer after you practice a few times. Think about your audience as you make these decisions.

6. Since you have to create 10-20 PPt / Keynote slides, select visuals (images, text, or images+text) that create a connection to specific points in the Talk. Avoid bullet points and adding too much text to a single PPt / Keynote slide. Make sure that all images are given proper credit. It is better to use your own images (or at least to make sure the images you find on the Internet/etc are allowed to be used by you).

Speech 1: TED TALK Score Sheet—50 points

Name: _________________________________________________ 

Visuals--10 points possible ________

Student uses images that relate to the topic

Student avoids using paragraphs of information

Student has the required 10-20 slides

Slides fit with content being discussed and are timed appropriately

Organization/Content-15 points possible ________

Effective attention getter

Thesis statement was voiced/ Answers the questions “What Matters?”

Effectively arranged ideas

Information and materials support thesis

Use of the required research materials/sources

Strong clincher created a clear sense of finality

Delivery--15 points possible________

Pace of speech was appropriate to content

Volume clearly heard throughout room

Displayed energy and enthusiasm

Maintained eye contact with whole audience (5)

Stayed within 4-6 minute time range

Sources used are orally cited

Technology –10 points possible ________

Student worked with technology and produced a virtual form of presentation that they podcasted successfully

Total ________