Student Learning Outcomes

Upon completion of the course, you will be able to…

• Effectively prepare and present public speeches to a live audience using contemporary technology when appropriate.
• Demonstrate active listening skills.
• Critically evaluate various forms of communication.

Required materials:

• Nelson, Paul; Scott Titsworth and Judy Pearson. iSpeak: Public Speaking for Contemporary Life  (5th ed). New York: McGraw Hill, 2013. ISBN-13: 978-0078036880. Copies of the textbook are available at the reserve desk at the Doyle Library. Please bring your textbook to class.
• Phone (or other device) with ability to record speeches  

• Optional flash drive for digital slides

• Binder or notebook with note paper; always come prepared to write in class.

Sign-ups for speeches will take place in class. If you are not present on sign-up day, see me/email me to sign up on your own later, taking whatever vacancy is left. It is your responsibility to remember your deadlines and come to class prepared to speak. If you forget your speaking date, you are out of luck.

1) Speech of Self-Introduction (4 minutes, not recorded)

The body of this speech will include three brief stories about yourself:  1) a story from your past; 2) something important to you now; and 3) a goal you would like to accomplish in your future.  Use 3 small, interesting objects as presentation aids to highlight something about each of the three stories.  Bring a typed, 1-page outline to give to me before you speak; you do not need to submit this one to Canvas.  You can bring a second copy of the outline or speaking notes on cards to use yourself during the speech if you wish, just don't read to us!  Notes are just to keep you on track.  See the assignment guidelines for detailed instructions.

2) Demonstration Speech (5-6 minutes, recorded)

Show us how to do something useful by teaching us the process step-by-step.  Topics must be approved; I will turn down topics that are too complicated, too simplistic, or inappropriate for any other reasons.  Organize your presentation around easy-to-follow instructions.  Presentation aids are required and you may involve the audience if appropriate.  2 page outline required.

3) Informative Speech (7 minutes, recorded)

Teach us about a complicated problem without revealing your personal bias.  Topics will be approved during class.  You will be addressing the same topic in your persuasive speech, so choose something you are genuinely interested in knowing more about!  Research your topic carefully so you can cite recent news articles, facts, statistics and experts. Presentation aids are required.  2 page outline required.

4) Persuasive Speech (7 minutes, recorded)

Using the same topic that you taught us about in your Informative Speech, ask the audience to take some kind of action that will help solve the problem.  In this speech, you will share your point of view right away, and build a case using clear evidence and sound reasoning.  What should we do?  Why will those actions make a difference?  Presentation aids are required.  2 page outline required.

5) Special Occasion Speech (4-5 minutes).

We will celebrate the end of the semester with ceremonial speeches.  These speeches unify the audience by appealing to our emotions—they may be poignant, funny, or both. Present a speech of tribute, an acceptance or dedication speech, or a speech to entertain.  Presentation aids are strongly encouraged but optional. Outlines are not required; being recorded is optional.

We will be practicing extemporaneous style speaking this semester.  This means you can glance at speaking notes to stay on track, but most of the time you speak directly to your audience making strong eye contact.  Reading a manuscript to the class does not constitute extemporaneous speaking and is grounds for failing the speech. 

Recording speeches:

Three of your five speeches will be recorded this semester to give you an opportunity to analyze your personal communication style. Bring your phone or SD card to class the days you are to deliver your demonstration speech, informative analysis, and persuasive presentation.  You will use these recordings to evaluate your own speeches.  Failure to bring your phone with ample available memory on speech days results in a 5 point penalty.  Come to class prepared!!

Speech Outlines:

Good outlines and speaking notes are key to effective public speaking. They help you organize your research and ideas in advance and stay focused and on track as you speak. They also support extemporaneous speaking, a presentation style you are likely to use throughout your life.  I will help you learn how to prepare outlines and speaking notes to give well-organized, confident presentations.

Outlines must be submitted to Canvas before your speeches.  When you submit an outline, it is automatically submitted to Turnitin, which screens for plagiarism.  If your work is plagiarized you will not receive credit, and your academic standing will be in jeopardy.  

Careful research is essential to a meaningful presentation. I will show you how to find and incorporate relevant supporting evidence into your presentations; you will cite your sources as you speak. You will also list your sources clearly in the body of your outlines, and in a “List of Works Cited” at the end of each outline. List sources MLA style. You may use NoodleBib if you wish. If you do not know how to cite sources correctly, sign up for a free NoodleBib workshop at the Library or take an LIR class to learn these skills.

Audience surveys:

In order to adapt your speeches to your audience, you will survey your classmates about your speech topics. I will show you how to create simple, clear questionnaires that are fast and easy to complete. You’ll analyze the feedback as you decide what kinds of details to share in your presentations. Examples will be discussed in class.

Self Evaluations:

After your recorded presentations, watch yourself and evaluate your performance.  You will complete 2 worksheets in Canvas that address specific aspects of your delivery style and make your own recommendations for upcoming speeches.  All work must be submitted to Canvas to receive credit.

Peer Evaluations:

Before most rounds of speeches, I will distribute peer evaluation forms that you will complete and give to each other during class. At least three students will evaluate each speech. Feedback is oral and written.  Be helpful, honest, and respectful. This is one of the ways you earn participation points and it’s a great way to get more practice speaking up.

Quizzes:

You will have three quizzes based on reading assignments and classroom activities.  Quizzes will include true/false and multiple-choice questions. You must be in class to take a quiz and missed quizzes cannot be made up.

Extra credit: Extra points may be given for outstanding work on any assignment.  

Your grades will be posted to online.  Click the “Grades” link in Canvas to keep track of your grades and my personal comments to you.

Grades will be assigned as follows:

DON’T MISS CLASS… ATTENDANCE IS REQUIRED!

Much of your learning experience will be based on what happens during class, so I expect you to attend every class on time and without leaving early.  Attendance in this course is required.  If you must be absent, it is a good idea to contact me and let me know how you plan to catch up.  You can miss 3 classes without affecting your grade, but work missed during class CANNOT BE MADE UP (including speeches and quizzes!!)  I do not distinguish between excused and unexcused absences. 

• Missing more than 20 minutes of any class period will count as an absence for that day.
• Each absence after 3 will result in an automatic 10 point deduction from your participation score.
• According to SRJC District policy, if you miss more than 10% of the total hours of class time (6 days) you must be dropped from the class.  Thank you for taking this seriously!

Pass‐NoPass (P/NP)

You may take this class P/NP.  You must decide before the deadline, and add the option online with TLC or file the P/NP form with Admissions and Records. With a grade of C or better, you will get P.  Once you decide to go for P/NP, you cannot change back to a letter grade.  If taking Pass/No Pass you need at least 70% of the total class points and you must complete the quizzes and the final round of speeches to pass the class.

Dropping the Class

I hope you enjoy the class and want to stay through the semester!  But... life happens.  If you need to discontinue this course, it is your responsibility to officially drop it.  I will drop you if your absences exceed ten percent (10%) of the total hours of class time, which is 6 classes.  If you need to miss more than one class/assignment deadline in a row that you let me know to avoid being dropped from the class.

Your Participation Matters!

Classroom exercises throughout the semester are designed to strengthen your communication skills. For this reason, your active participation is required. Some speaking exercises will be graded; if you are absent you cannot earn these points.  I will keep track of your participation and attendance and calculate your final points at the end of the semester.

You can lose participation points by missing too much class, disrupting another student’s presentation, having your phone vibrate or ring, looking at your phone, texting during class, not being prepared, displaying a bad attitude, doing homework for another class, napping, or being disrespectful to any student or to me at any point in the semester.

MOST IMPORTANTLY:  Never interrupt a student speech in progress!

Here’s how you protect your participation points throughout the semester:

• If you are late to class, wait outside the door until you see that the speech is complete
• Participate fully during in-class exercises
• Come to class every day, well-prepared, alert, and on time
• Speak up during class discussion
• Be a great audience member during speeches
• Provide useful written and oral feedback to other students after their presentations
• Bring a positive attitude to the work we are doing together
• Stay on task during classroom activities; challenge yourself to excel
• Actively and respectfully listen to everyone else in the class (including me!)
• Approach group work with an open-mind and willingness to do your share
• Behave in a respectful, professional manner in accordance with the SRJC Student Code of Conduct.

Students who register in SRJC classes are required to abide by the SRJC Student Conduct Standards. Violation of the Standards is basis for referral to the Vice President of Student Services or dismissal from class or from the College. See the Student Code of Conduct page.

Collaborating on or copying of tests or homework in whole or in part will be considered an act of academic dishonesty and result in a grade of 0 for that test or assignment. Students are encouraged to share information and ideas, but not their work. See these links on Plagiarism: 
SRJC Writing Center Lessons on avoiding plagiarism
SRJC's statement on Academic Integrity

Special Needs

Every effort is made to conform to accessibility standards for all instructor-created materials. Contact me as soon as possible if you find that you cannot access any course materials. Students with disabilities who believe they need accommodations in this class are encouraged to contact Disability Resources (527-4278).

Handy Guide for Creating Formal Speech Outlines

Follow this format as you develop your demonstration, informative, and persuasive speeches.  Outlines must be submitted to Canvas before you present; I do not accept outlines after you speak.  See assignment guidelines for deadlines. 

Title Your Speech  (Please don't just write "speech outline")

Heading:  

Specific purpose statement:  This is a single sentence combining your topic with your general purpose (to inform, persuade, or celebrate).  Your specific purpose can begin like this:  “My audience will learn how to…”

Thesis or central idea statement:  This is a single, complete sentence summarizing your main points.  Plan the basic structure of your speech first; once you have your main points figured out, you can summarize them for your thesis statement.

Introduction: 

I. Get our attention.

Don't start by saying your name and your subject!  Start with a hook.  The first words you say should be well-rehearsed and engaging.  Make us interested and curious before you reveal your topic.  Ask a question, show us something interesting, begin telling a story, share amazing facts or statistics, or use a quote…

II. Clearly identify your topic.

Here's where you recycle your specific purpose statement from the heading.  Tell us clearly what you plan to speak about.  Briefly define terms if necessary.  If you are persuading us, state your stance on the issue.  

III. Establish your credibility.

Briefly give us confidence that we can trust what you have to say.  Why are you qualified to speak?  Why should we believe you?  Why did you select this topic?  Why do you care about this topic?  Answer any of these.  You can skip this in your persuasive speech if you established enough personal credibility in your informative speech.

IV. Establish audience relevance.

Give us reasons to listen to you.  Use a result from your class survey, or cite a little research to show why people outside our class care about this subject. For non-controversial subjects, tell us how others use this information.  For controversial subjects, citing national statistics or facts about a problem are suitable here.  Get us excited to learn more.

V.  Preview main points.

Finally, the last thing you do in your introduction is highlight the key ideas in the body of your presentation.  This is where you can recycle your thesis statement and briefly summarize your main points.  Once you do this, pause briefly and maybe shift your position in front of the audience to help us see you are done with your introduction and moving into the body of the speech. You want a clear transition between the introduction and your first main point.

Body: 

I.  Main points are one of the most important elements of writing any speech.

     A.  Main points reveal the heart of what you have to say

          1.  use 2 to 4 main points for classroom speeches

          2.  main points reveal the organization of your presentation 

          3.  when main points aren't clear, audiences get lost and stop listening

    B.  Main points are best written as single complete sentences 

          1.  write them as introductions to each section of your speech

          2.  don't include facts, quotes, statistics, or other specifics

          3.  main points are on the left margin, supporting material is indented 

          4.  this format is easy to follow at a glance and supports extemporaneous delivery

Transition:  Short, connective phrases help your speech flow smoothly.  Include transition statements between your main points.  “Now that we have considered the importance of clear main points, let’s take a look at how to outline supporting material.”

II.  Supporting material in a speech includes facts, statistics, quotes, examples, and anecdotes.

    A.  Supporting material explains or proves a main point

    B.  Though it's tempting to write it out, leave it brief

         1.  explain it in your own words as you speak

         2.  this helps you make eye contact with the audience

         3.  audiences respond to interesting vocal and nonverbal style 

     C.  Quotes and statistics must be cited--tell us your information source

         1.  Sources should be current and reliable

         2.  Highlight source citations in bold type

         3.  List source citations again MLA style in works cited

         4.  Failure to cite sources correctly looks like plagiarism (yikes!!)

     D.  All supporting material should be included so the outline is complete, like a map of your speech

Conclusion: 

I.  Transition and summary.

Once again, make it clear you are making a transition.  Pause after you last main point, shift your eye contact and posture.  Show us you are about to wrap up, then tell us.  Be brief. 

II.  Emphasize importance.

Highlight key ideas from the speech, and emphasize what YOU think is most important.  What do you want us to remember? Why is it important? If you are persuading us, include a strong call to action.

III.  Lasting thought.

Your final words should be well-rehearsed and polished.  Finish telling a story, recite an appropriate quote, ask a rhetorical question.  Look us in the eye, make it strong.  This is a great place for a little memorization so you end on a confident note.  

Say "Thank you" after you conclude to let the audience know you are done speaking.  

Works Cited: 

Last but not least... at the end of your outline list all of the sources you mentioned in your speech.  Sources should be cited alphabetically, MLA style.  This is how you show me that your research is sound, and it's an essential element of the assignment.  

Before you turn in your outline, go through the speech and highlight your sources in bold so I can see where you cited them.

Handy Outline Template to Copy/Paste

Title Your Speech  (Please don't just write "speech outline")

Specific purpose statement:  

Thesis or central idea statement:  

Introduction: 

I. Attention getter

II. Topic and specific purpose

III. Speaker credibility

IV. Relevance to audience

V.  Preview main points (thesis)

Body:  (adjust numbering for your points and sub-points)

I.  

     A.  

          1.  

          2.  

          3.  

    B.  

          1.  

          2.  

          3.  

Transition:  

II.  

    A.  

          1.  

          2.  

          3.  

    B.  

          1.  

          2.  

          3.  

Conclusion: 

I.  Brief transition and summary

II.  Emphasize key idea(s)

III.  Lasting thought

"Thank you" 

Works Cited: (MLA style)