CA 103 Public
Speaking -- 16 Week Onground
Mission
Statement: The most resent mission statement would be added.
Vision Statement: The most resent vision statement would
be added.
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Course |
CA 103
Public Speaking
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Textbook:
Lucas, S. E.
(2004 or latest edition). The art of public speaking.
Boston, MA: McGraw-Hill. ISBN: 0005617391 or latest
edition.
Video-recording Access
A digital video recorder with sound
is required in all online sections and may be required in
onground or onship sections. The Department of Communication
Arts encourages all students to digitally record their speeches,
view those speeches, and use what they learn to improve their
presentation skills. Your instructor may ask you to record your
speech in your planning or record your speech during the actual
presentation. Digital video-recording of final speeches is
required by the Department of Communication Arts for assessment
purposes. Talk to your professor to find out what format you may
need for your section.
Your tentative course
syllabus is located here:
http://www.park.edu/syllabus/list.asp
Textbooks can be
purchased through the
MBS bookstore
Textbooks can be
purchased through the
Parkville Bookstore
Additional
Resources:
APA Citation
Information:
http://owl.english.purdue.edu/owl/resource/560/02/
APA Reference List Information:
http://owl.english.purdue.edu/owl/resource/560/06/
Handouts for Public Speaking Students at Park:
http://onlineacademics.org/CA103/Handouts/
Resources for Public Speaking Students at Park:
http://onlineacademics.org/PS/
Writing, Citing, & Reference List Help from Park:
http://www.park.edu/support/writing.asp
See
your Lucas textbook. Many communication courses use APA style
for citations and reference list. See Park information:
http://www.park.edu/support/writing.asp
SPECIFIC PURPOSE:
INTRODUCTION
I. State an attention
device in one complete sentence.
II. State your interest in this topic in one
complete sentence.
III. State the behavioral objective of your
speech in one complete sentence.
BODY
I. State the first
main point in one complete sentence.
A.
In one complete sentence, provide supporting evidence and cite
the source of the information in APA style (Author, Year).
B.
In one complete sentence, provide supporting evidence and cite
the source of the information in APA style (Author, Year).
II. State the second
main point in one complete sentence.
A.
In one complete sentence, provide supporting evidence and cite
the source of the information in APA style (Author, Year).
B.
In one complete sentence, provide supporting evidence and cite
the source of the information in APA style (Author, Year).
III. State the third main point in one complete sentence.
A.
In one complete sentence, provide supporting evidence and cite
the source of the information in APA style (Author, Year).
B.
In one complete sentence, provide supporting evidence and cite
the source of the information in APA style (Author, Year).
CONCLUSION
I. Summarize your
speech in one complete sentence.
II. Tell the audience
exactly what you want them to do in one complete sentence.
III. State a
memorable device in one complete sentence.
REFERENCES
Provide 5 quality
references in APA style, including at least two peer-reviewed
quality from EBSCO or other quality data base. For information
about how to use APA style, see
http://www.park.edu/support/writing.asp
FIRST PAGE OF EACH
REFERENCE (Copy or electronic format)
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Outline and Speech Planning
Documents |
For a quality speech,
you will want to
provide advance planning document. You can demonstrate your
preparation through the following items:
1. A typed speech outline, typically with 3-5 key ideas and
supporting materials.
2. A reference list in American Psychological Association
(APA) style that contains 4 or more sources. quality
references, which reflects database--not Internet--research.
You can access APA style information here
http://www.park.edu/support/writing.asp or
http://www.apastyle.org/ or here
http://owl.english.purdue.edu/handouts/research/r_apa.html#Your%20Reference%20List
, and other APA style elements. There are also online sources
available to help you, such as
http://owl.english.purdue.edu/handouts/research/r_apa.html .
3. Hardcopy of the first page of each
source used.
College-level
quality research needs to use library
databases. Please use scholarly databases
http://www.park.edu/library/ (peer-reviewed and non
peer-reviewed articles). Provide three sources to make sure you
find multiple perspectives to support your speech. Print a copy
of the html or PDF file of each source used--at least the first
page--and attach the printout to your outline and reference list
you submit to your professor at the time of your speech
presentation. The Internet is NOT considered an appropriate
source for college level research, so please do not use regular
Internet websites as sources for your speeches. Use 4 or more
quality references for all planned speeches, except the eulogy
if you discuss a friend or family member. Here is a tutorial
your professor prepared for conducting database research:
http://onlineacademics.org/LibraryTutorial/
McAfee Memorial Library - Online information, links,
electronic databases and the Online catalog. Contact the library
for further assistance
via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC)
provides services for all stages of career development. The
mission of the CDC is to provide the career planning tools to
ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or
Password, or need assistance with your PirateMail account,
please email
helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for
all kinds of information
http://www.park.edu/Current/.
Course Description:
Educational
Philosophy:
Public speaking is a performance course designed
to improve your public communication skills. This means that
students need to be actively engaged in both the speaking and
listening process. For onground sections, attendance is a high
priority so you can participate in speaking to the class as a
speaker and responding as an effective listener.
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Below are principles good
instructional practice:
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Respects for diverse
talents and ways of learning.
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Student-faculty contact and
interaction.
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Student cooperative learning.
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Active student learning.
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Prompt feedback for student.
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Time on task for student.
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High
expectations for student.
Chickering, A. W., & Gamson, Z. F.
(1987). Seven principles for good practice in
undergraduate education. AAHE Bulletin, 39(7),
3-7. |
Core Learning
Outcomes:
This will be updated with the most recent Core Learning Outcomes
in the system when faculty members create their syllabi.
Core
Assessment:
This will be updated with the most recent Core Assessment in the
system when faculty members create their syllabi.
Link to Class Rubric
Class Assessment:
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Assignments guidelines will vary by
instructor. |
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Minor Assignments
Attendance, Discussion, Participation, Online
Discussion, Speech Critiques/Feedback, Self-reflection
Analysis Paper, Minor Assignments, Weekly Quiz, Tests,
Final Exam |
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Major
or Planned
Speeches
Minimum
of 3 speeches presented before the core assessment
(final speech) as determined by the instructor.
These
speeches need planning with full-sentence outlines or
planning documents.
Major
speeches are typically 5-15 minutes, with no more than 5
additional minutes for the setup and question-answer
period. |
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Typically, in this speech you will introduce yourself or
a classmate. Usually the speech is brief--such as 3-5
minutes--with no external sources or visual aid
required. You may want to use an interesting quotation
in the beginning or end of the speech (orally cite the
source). |
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Many
teachers require multiple brief speeches (e.g.,
narrative, impromptu, practice with a microphone,
toast). |
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Typically, you will present a 5-15 minutes speech that
informs the audience about a topic, process, idea, or
event. Include a question and answer period. No more
than 5 additional minutes for setup and question and
answer period. 4 quality sources and a visual aid are
required. |
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Many
teachers require a demonstration, eulogy, celebratory
speech, or debate.
Typically, the demonstration speech
is a 5-15 speech, for example, shows the audience how to
make something or how to do something. If you are expert
on the topic, no sources need be used in this speech,
although they are always welcome. The focus should be on
offering clear directions about some sort of process.
Examples include the following: How to make lasagna, how
to arrange flowers, how to decorate a dorm room, how to
take a good picture. Visual aid required.
Typically, the eulogy is a 3-7 minute speech in
which you celebrate the life of a lost loved one. No
external sources and visual aids are needed, but are
welcome. |
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Typically in a 5-15 minute speech, you will use ethical,
emotional, and logical appeals and evidence to motivate
the audience to action on a topic of interest. Include a
behavioral objective of what you want the audience to
think and do at the end of the speech. Orally cite and
reference four high-quality sources. Advance complete
sentence outline or planning documents required. A
maximum of an additional 5 minutes can be used for
set-up and a question and answer period. |
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Typically, you will present a 5-15 minute persuasive
speech, which cites and references 5 high-quality
sources.
Park
University has signed an agreement to support positive
steps toward environmental protection and conservation.
Your instructor may select a theme--such as "the
environment"--where all student speeches work together
as a motivational whole. |
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For all sections, a minimum of 70% of the
final course grade is based on speech presentations.
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Grading:
90-100% A
80-89.99% B
70-79.99% C
60-60.99% D
0-59.99% F
Speeches & speech outlines or planning documents:
50%
Final Speech (Core Assessment): 20%
Other Assignments: 30%
Late
Submission of Course Materials:
Because of the
unique performance nature of this course, students need to be
prepared to present speeches when scheduled. Obviously, in the
real world, if a person fails to show to a public speaking
situation, the opportunity is gone. Faculty may prohibit make-up
speeches.
Please avoid
walking in late and interrupting a student speaker.
Classroom
Rules of Conduct:
-
Be on
time and engaged in the entire class meeting.
Onground students
cannot make up in-class participation assignments because
they are just that--in class participation where you learn
collaboratively.
Online students need to be active in the course
environment each week.
-
Contribute to the learning community consistently throughout
the course. Onground students need to turn
off cell phones during presentations.
Use of
Blackberries, text messaging, and similar behaviors are
inappropriate during class. When in the classroom, please
focus on learning and effective communication.
Online students will want
to engage multiple times each week. Park University expects
instructors to take and report attendance each week.
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Turn
in your assignments on time. Some instructors do
not accept makeup work. For onground students, plan
to submit written assignments as a hardcopy at the beginning
of the class meeting. Speeches are due when your instructor
calls on you. Online students can access the course here:
http://parkonline.org/ with your OPEN password. If you
have forgotten your User ID or Password, or if you need
assistance with your PirateMail account, please email
helpdesk@park.edu or call 800-927-3024. If eCollege
doesn't work correctly, you need to contact eCollege. For
technical assistance with the Online classroom, email
eCollegeHelpDesk@parkonline.org
or call the helpdesk at 866-301-PARK (7275).
Please do NOT email assignments to your instructor unless he
or she tells you otherwise.
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No animals in the classroom please.
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Use appropriate nonverbals for presentation.
Competent communicators are careful about the messages of
their appearance and vocal qualities as nonverbal
communication.
Speak loudly and clearly so that you can be heard by
everyone, including an audience member who has a hearing
loss. Remember, you must be
heard to be understood. Convey a passion or enthusiasm for
your topic and message via your voice.
Research says that more formal clothing and appearance
increases a speaker's credibility. At the minimum,
professionalism suggests no hats, no pajamas, no rubbery
flip-flops, no shorts, no bare midriff/chest, and no outdoor
jackets.
If your appearance distracts or
creates a weak impression with the audience, you will lose
effectiveness. For a skilled approach, look and sound like a
professional.
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Show Respect.
Respect is a reciprocal
relationship. Be sensitive and adaptive toward your
audience.
Course Topic/Dates/Assignments:
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Tentative Schedule 16 Weeks |
Topic |
Speech
Assignments Due
Follow
your instructor's specific schedule in the course
syllabus located here:
http://www.park.edu/syllabus/list.aspx
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Lucas
Reading Assignment |
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1 |
Introduction |
Brief
speeches
Speech
1 outline or planning document due |
Chapter
1: Speaking in Public
Chapter 2: Ethics and Public Speaking
Chapter 3: Listening
Appendix: Giving Your First Speech |
|
2-3 |
Fundamentals of Public Speaking |
Present
Speech 1
Speech
2 typed outline or planning document due
Present
brief speeches as time allows. |
Chapter
4: Selecting a Topic and Purpose
Chapter 5: Analyzing the Audience
Chapter 6: Gathering Materials
Chapter 7: Supporting Your Ideas |
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4-5 |
Organizing and Presenting Speeches |
Present
Speech 2
Speech
3 typed outline or planning document due
Present
brief speeches as time allows. |
Chapter
8: Organizing the Body of the Speech
Chapter 9: Beginning and Ending the Speech
Chapter 10: Outlining the Speech
Chapter
11: Using Language
Chapter 12: Delivery |
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6-7 |
Informative Speeches |
Midterm
test/speech over readings to date.
Present
brief speeches as time allows. |
Chapter
13: Visual Aids
Appendix: Using PowerPoint
Chapter 14: Speaking to Inform |
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8-9 |
Persuasive Speaking |
Present
Speech 3
Speech
4 typed outline or planning document due
Present
brief speeches as time allows. |
Chapter
15: Speaking to Persuade
Chapter 16: Methods of Persuasion |
|
10-11 |
Special
Occasions and/or
Group
Presentations |
Present
Speech 4
Final
Speech typed outline or planning document due
Present
brief speeches as time allows. |
Chapter
17: Speaking on Special Occasions
Chapter 18: Speaking in Small Groups |
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12-15 |
Speech
Analysis and Skill Building |
Present
Final Speech
Present
brief speeches as time allows. |
Appendix: Speeches for Analysis and Discussion |
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16 |
Course
Closure & Final Exam |
Final
Speech |
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Academic Honesty:
The most recent catalog page number would be inserted here.
Students need to orally cite the sources of information during
their speeches. In addition, outlines and planning documents
need all sources to be cited in the body of the speech and a
reference list included at the end.
Plagiarism:
Plagiarism involves the use of quotations without quotation
marks, the use of quotations without indication of the source,
the use of another's idea without acknowledging the source, the
submission of a paper, laboratory report, project, or class
assignment (any portion of such) prepared by another person, or
incorrect paraphrasing.
Park University 2005-2006 Undergraduate Catalog Page 87
Attendance Policy:
Instructors are required to maintain attendance records and to
report absences via the online attendance reporting system.
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The
instructor may excuse absences for valid reasons, but missed
work must be made up within the semester/term of enrollment.
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Work missed
through unexcused absences must also be made up within the
semester/term of enrollment, but unexcused absences may
carry further penalties.
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In the event
of two consecutive weeks of unexcused absences in a
semester/term of enrollment, the student will be
administratively withdrawn, resulting in a grade of "W".
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A "Contract
for Incomplete" will not be issued to a student who has
unexcused or excessive absences recorded for a course.
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Students
receiving Military Tuition Assistance or Veterans
Administration educational benefits must not exceed three
unexcused absences in the semester/term of enrollment.
Excessive absences will be reported to the appropriate
agency and may result in a monetary penalty to the student.
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Report of a
"F" grade (attendance or academic) resulting from excessive
absence for those students who are receiving financial
assistance from agencies not mentioned in item 5 above will
be reported to the appropriate agency.
The most recent catalog page number would be inserted here.
Disability Guidelines:
Park University is committed to meeting the needs of all
students that meet the criteria for special assistance. These
guidelines are designed to supply directions to students
concerning the information necessary to accomplish this goal. It
is Park University's policy to comply fully with federal and
state law, including Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990, regarding
students with disabilities. In the case of any inconsistency
between these guidelines and federal and/or state law, the
provisions of the law will apply. Additional information
concerning Park University's policies and procedures related to
disability can be found on the Park University web page:
http://www.park.edu/disability .
Additional Information:
Example Brief Speeches and Learning Activities
Model Building
Complete this learning activity collaborating with other
students in the class. Each student needs to be actively engaged
and carry his or her share of the work responsibility. Create A
Model of The Speech Communication Process, which contains the
following:
Speaker (You)
Message (Impromptu or planned speech)
Channel (sound, sight, smell, touch, taste)
Listener (Audience, also you)
Feedback (Nonverbal responses, question and answer period)
Interference (Distractions that are internal or external)
Situation (Context, occasion)
Impromptu Speech about the World.
Let's begin by thinking about other places in the world. Write
down the names of ten of the largest cities in the world. What
did you name?
Why are there different answers? How is that difference
important to us as analytical speakers and listeners?
I'll project a map of the world on the board.
Each person will go to the map and discuss a location he or she
knows something about. Give an impromptu speech about someplace
in the world--where you are from, a place you have traveled, or
a place you want to visit--and mark an x on the board.
Sunglasses Speech
Wear sunglasses while you give a minor speech. First, learning
speakers often find it easier to talk when they don't have or
feel direct eye contact. Second, I want you to think about the
importance of eye contact. We'll talk about how you feel talking
and listening with sunglasses on after the speeches are over.
Introduce a Classmate Speech
1. Give person's name and a kind method for helping us remember.
2. Tell something interesting about person.
3. Build the person's credibility for upcoming speeches. This
semester, you may hear Janet talk about the topics of . . . or .
. . . She knows about these topics because. . . And she deeply
cares about these topics because . . . .
Wallet Speech
Pull out at least three items from your wallet (book bag,
purse). Discuss what they tell about you. What can you learn
from the items about the people who will be in your audience?
Toast
Examples:
Love is composed of a single soul inhabiting two bodies.
-Aristotle
I
see the love you both have in each other's eyes and as your love
grows for one another, may you look back on this day and know
this is when you loved each other the least.
Remember the love you feel today. Look back on it daily and
measure how much it has grown.
May the Best of Your Yesterdays
Be the Worst of Your Tomorrows
My Greatest wish for the two of you is that through the years
your love for each other will so deepen and grow, that years
from now you will look back on this day, your wedding day, as
the day you loved each other the least.
Here's to the groom, a man who keeps his head though he loses
his heart.
To the lamp of love - may it burn brightest in the darkest hours
and never flicker in the winds of trial.
Daniel Monroe Tuttle
Radio Speech
Write a statement in which you strongly believe. Pretend you are
calling in to a radio talk show and make your statement. Either
the teacher or a student can role-play the talk show announcer.
Keys Speech
Take out your keys. Tell us about yourself by relating to
something on your keys.
Introduction of Classmate
Prepare a Speech of Introduction for Another Person in the Class
(the Next Speaker)
Learning Outcomes: Design a message with a particular
audience/situation in mind. Effectively support ideas using
evidence, sources, and sensory aids.
Assignment: Prepare and give a 3-minute speech of introduction
for a classmate. Interview the classmate to find out interesting
information you can use in the speech about her or him. In
preparing your speech, you may want to include an interesting
anecdote, something about the person's accomplishments or
qualifications--build credibility, a realistic compliment and
the person's name. Find something interesting, unique, or
memorable to tell about your partner. Spend some time
interviewing the person and doing some real investigative work.
When introducing a speaker, you might tell an interesting
anecdote about the person, identify a few key items from her or
his resume, and give the person's name. In formal situations,
the audience is there to hear the key speaker, not the person
making the introduction. Your job is to warm up the audience,
orient them to the speaker, help build the speaker's
credibility. The speech of introduction keeps to this point and
then lets the key speaker take over. To organize a speech of
introduction, consider the following components:
Outline:
Introduction: Interesting anecdote
A. Key Idea 1: Person's accomplishments or qualifications--build
credibility about speeches he or she will give during the
course.
B. Key idea 2: Realistic compliment
Conclusion: Person's name
Formal Speech of Introduction Grading Rubric
Mastery level needs 4/5 competencies below.
Please revise (3 or fewer competencies)
Interesting anecdote or fact about the person.
Build credibility about speeches he or she will give during the
course (show he or she has knowledge and interest about topics
of upcoming speeches).
Realistic compliment
Person's name
Appropriate delivery (e.g., show composure, audience can hear,
look at audience and person discussing)
Feedback Sheet
Name of listener: ________________________________ Name of
speaker: ________________________________
Name of person being introduced:
________________________________
1. Do you know more about the person introduced than you did
before the introduction? Yes: ___ No: ___
2. Could you hear the speaker adequately? Yes: ___ No: ___
3. What is the person’s interest and expertise about each topic
you may hear this person discuss during this course?
Brief Narrative
Learning Outcomes: Design a message with a particular
audience/situation in mind. Demonstrate accurate, clear and
expressive use of language, nonverbal communication, and voice.
Evaluate and use unique, original materials and sources.
Assignment: Tell a story that conveys a message. This story can
be from personal experience or a fable. If untrue, be sure to
tell us at the end whether it actually happened to you.
“Languages differ in the very assumption of how information
should be organized, of what is to be or not to be described and
expressed” (Maynard, 1996). In other words, as we develop our
language skills we hear ideas presented in certain patterns. If
concepts are presented in an alternative pattern it can cause
listener problems. Korean presentations, for example, are
characterized by indirectness and nonlinear development. Memory
research shows that “Koreans have more difficulty recalling
information when that information is presented in a linear
rhetorical style” (Jaffe, 1998). Also, because of their language
backgrounds, Arabic speakers value telling a story or a series
of parables and letting the listener figure out the moral of the
narrative. This indirect presentational style, with little
structure, often confuses English speaking US Americans who are
used to a direct format in which a statement is made and
evidence is presented to clarify the proposition.
Brief Speech about Silenced Voices
Learning Outcomes: Use effective language strategies for oral
presentations. Design a message with a particular
audience/situation in mind.
Assignment: The US American experience has included the
silencing of the voices of women and minorities. In most nations
today, as in the past, societies tend to silence some groups and
hear others. Effective public speakers are aware of this fact
and are responsive to the needs of all their listeners. Select
one of the following web sites or one of your choice to explore
further and obtain information that you will use to outline a
brief speech on “silenced voices.”
Azerbaijanis under the Soviets:
www.azer.com/aiweb/categories/magazine/61_folder/61_articles/61_rafibeyli.html
Female Voices in Picture Books:
www.scils.rutgers.edu/~kvander/Feminist/fempic.html
Children’s Holocaust Diaries:
www.thejewishweek.com/news/newscontent.php3?artid=5965
African-American Voices: s
Although you may be able to generalize about audiences, you need
to understand the uniqueness that each individual brings to the
public communication situation. One way to look at the
situation, then, is to identify your target audience. Out of the
people present, to whom will you gear your message? Whom do you
think will want to learn about what you have to say? Who will do
what you are proposing? Is there one representative or typical
individual to whom you are speaking. Is your focus a particular
person? Imagine you are giving a wedding toast to your best
friend.
Brief Oral Reading
Learning Outcomes: Apply principles of good public speaking,
including consistent eye contact with all audience members and
having no distractors (um, uh, like, and). Design a message with
a particular audience/situation in mind. Organize ideas in a
purposeful, cohesive sequence which meets audience expectations
and needs. Demonstrate accurate, clear and expressive use of
language, nonverbal communication, and voice.
Assignment: Find a speech from US history. Explain to the class
the significance, context, and speaker's perspective, then read
a segment from the speech in the way you think the speech would
have been presented.
Brief Toast
Learning Outcomes: Demonstrate a brief toast for a celebratory
situation. Apply principles of good public speaking, including
consistent eye contact with all audience members and having no
distractors (um, uh, like, and). Utilize language strategies for
effective oral presentations. Demonstrate accurate, clear and
expressive use of language, nonverbal communication, and voice.
Use advanced, professional-level vocabulary and grammar.
Assignment: A toast is a wish to a person at a celebration.
Traditions require the person to stand and hold a glass high
(there doesn't need to be anything in the glass). The speaker
gives a brief and eloquent wish to the speaker, then sits down.
The person receiving the toast typically remains seated, but
thanks the speaker. An eloquent quotation is often used. "In the
words of. . . "
How would you gear a message to the best friend as your target,
but also to the many people in attendance? How will you achieve
eloquence in your language?
Surprise Topic Impromptu
Learning Outcomes: Organize content into seamless,
easy-to-follow introduction, body, and conclusion. Effectively
support ideas using evidence, sources, and sensory aids. In the
Keys Speech: Use audio-visual resources to help the audience
understand the speech.
Assignment: The student will receive a topic or topic choice
from which he or she will give a speech with about one minute
preparation time.
Job Interview Presentation
Learning Outcome: Convey positive content and nonverbals in an
interview context.
Assignment: Imagine that you have applied for an internship or
job you hope will translate into long-term employment. A job
interview is sometimes a public communication situation. You may
be at a job fair where you have a mini interview in front of
others. You may find yourself interviewed by a panel of people,
who include your possible supervisors, coworkers, department
heads, and human resources staff. You may find yourself on a
telephone interview where several people are listening. You can
improve your effectiveness through practice and role-playing. In
this case, your instructor may set up an individual interviewer
or a panel interview. The teacher or students will role-play the
interviewer(s), while each student takes turns answering
questions. Remember to role-play with appropriate posture, hand
position and gestures, eye contact, and other nonverbal
communication. Your instructor may have students call each other
on their cell phones for practice, for example, with one student
playing the role of interviewer and another playing the role of
interviewee.
You or your instructor may find other sources of common
interview questions. The questions below are quoted directly
from the following sources, retrieved September 20, 2007. Career
Consulting Corner – JobInterviewQuestions.org - Quintessential
Careers
1. Are you good at delegating tasks?
2. Are you seeking employment in a company of a certain size?
Why?
3. Are you willing to relocate?
4. Are you willing to travel for the job?
5. Can you describe a time where you have been required to
perform as part of a team? What was the situation? What part did
you play in the team and what was the outcome of the exercise?
6. Can you explain this gap in your employment history?
7. Can you explain your salary history?
8. Can you work well under deadlines or pressure?
9. Describe a time when you had to deal with conflicting
demands. How did you deal with this situation and what was the
outcome?
10. Describe the best job you've ever had.
11. Describe the best supervisor you've ever had.
12. Describe the most rewarding experience of your career thus
far.
13. Describe the relationship that should exist between the
supervisor and those reporting to him or her?
14. Describe the workload in your current (or most recent) job.
15. Describe your management style.
16. Do you consider yourself a leader?
17. Do you have a geographic preference? Why?
18. Do you have any hobbies? What do you do in your spare time?
19. Do you have any question for me? (See Questions for the
Interviewer that you might want to ask below).
20. Do you have plans for continued study? An advanced degree?
21. Do you have your reference list with you? (Remember don't
give it out unless it is asked for).
22. Have you ever been fired or forced to resign?
23. Have you ever had difficulty with a supervisor? How did you
resolve the conflict?
24. Have you kept up in your field with additional training?
25. How did you do in school?
26. How do you determine or evaluate success?
27. How do you establish a working relationship with new people?
28. How do you plan to achieve your career goals?
29. How do you work under pressure?
30. How does this assignment fit into your overall career plan?
31. How long would it take for you to make a meaningful
contribution?
32. How much do you expect if we offer you this position?
33. How well do you adapt to new situations?
34. How well do you work with people? Do you prefer working
alone or in teams?
35. How would a good friend describe you?
36. How would you describe yourself?
37. How would you describe yourself?
38. How would you evaluate your ability to deal with conflict?
39. How would your boss describe you?
40. How would your colleagues describe you?
41. If you took the job what would you accomplish in the first
year?
42. If you were hiring a job-seeker for this position, what
qualities would you look for?
43. Imagine that you are a member of a small team responsible
for the development and production of an internal publication.
Your team is dependent on another workgroup to provide the data
which will form the basis of your publication. The deadline for
completing this project is not able to be relaxed. (a) What
factors do you think might affect the team's ability to meet the
publication deadline? (b) What could the team do to ensure the
project is completed on time?
44. In what kind of work environment are you most comfortable?
45. In what ways do you think you can make a contribution to our
company?
46. Is there an achievement of which you are particularly proud?
What is it? Why is it significant?
47. Tell me about a challenging situation you have faced. What
was the situation and how did you cope with it?
48. Tell me about yourself? (try to hold your response to 2
minutes)
49. The ability to work independently within a structured team
is essential to the position. This will require the successful
applicant to be self-starting, able to prioritize tasks, be a
good communicator, as well as showing considerable initiative.
Can you give us some examples where you have worked within a
team environment and demonstrated these abilities?
50. The research project and facilities the successful applicant
will be involved with receives considerable attention from the
general public. Therefore, a component of the job will involve
liaising with the general public and media. This requires the
delivery of information in a simple precise manner. How
confident do you feel you are in delivering sometimes complex
information in a simple manner?
51. What are the attributes of a good leader?
52. What are the key elements of measuring performance and how
can you establish whether an outcome represents a success?
(Answer this in terms of your own work or study experience.)
More specifically, what do you think might be some key
indicators of the successful performance of a national agency?
53. What are the most important rewards you expect in your
career?
54. What are your career goals?
55. What are your expectations regarding promotions and salary
increases?
56. What are your long range and short range goals and
objectives?
57. What are your long range career objectives?
58. What are your strong points?
59. What are your weak points?
60. What can you do for us that someone else can't?
61. What can you tell us about our company?
62. What computer programs are you familiar with, and more
specifically, what programs would you use to write a report,
enter research data, and to prepare a poster or seminar.
63. What criteria are you using to evaluate the company for
which you hope to work?
64. What do you believe is the most difficult part of being a
supervisor of people?
65. What do you consider to be your greatest strengths and
weaknesses?
66. What do you expect to be earning in five years?
67. What do you feel is the potential for aquaculture in
Australia and what are some of the major impediments to its
development? What are some of the major aquaculture species
cultured in freshwater? As well as the position involving
general maintenance of the aquaria and pond facilities, a
significant component will involve participation in scientific
experiments through the collection and collation of research
data. Can you describe previous experience you have had in the
day to day running of scientific experiments?
68. What do you know about our company?
69. What do you know about our competitors?
70. What do you look for in a job?
71. What do you really want to do in life?
72. What do you see yourself doing five years from now? Ten
years from now?
73. What do you think it takes to be successful in a company
like ours?
74. What do you think of your present or past boss?
75. What have you accomplished that shows your initiative and
willingness to work?
76. What have you learned from your mistakes?
77. What interests you about our products?
78. What kind of hours are you used to working or would like to
work?
79. What major problem have you encountered and how did you deal
with it?
80. What makes you qualified for this position?
81. What motivates you to go the extra mile on a project or job?
82. What other positions are you considering?
83. What particular skills and qualities do you bring to the
workforce? What other skills would you like to develop in the
future?
84. What position do you expect to have in 2 to 5 years?
85. What qualifications do you have that make you successful in
this career?
86. What qualities should a successful manager possess?
87. What questions didn't I ask that you expected?
88. What skills and qualifications are essential for success in
the position of ______?
89. What specific goals other than those related to your
occupation, have you established for yourself for the next ten
years?
90. What two or three accomplishments have given you the most
satisfaction? Why?
91. What two or three things are most important to you in your
job?
92. What was wrong with your current or last position?
93. What were the five most significant accomplishments in your
career so far?
94. What were the five most significant accomplishments in your
last assignment?
95. What would your last boss say about your work performance?
96. What’s more important to you -- the work itself or how much
you’re paid for doing it.
97. What’s the most recent book you’ve read?
98. What's one of the hardest decisions you've ever had to make?
99. Where do you expect to be in 5 years time? What will you do
if you are not successful in gaining this position?
100. Which is more important: creativity or efficiency? Why?
101. Why are you looking for a new career?
102. Why did you choose this career?
103. Why did you decide to seek a position in this company?
104. Why did you leave your last job?
105. Why do you think you might like to live in the community in
which our company is located?
106. Why do you want to work for us?
107. Why should I hire you?
108. Why should we hire you?
109. You have demonstrated in your CV that you have knowledge of
entomology. Could you please expand on your experience and tell
us what you think your strengths are in this field. An important
component of the position will be the maintenance of water
quality parameters within acceptable limits for the species. Can
you outline your experience in water quality testing? What do
you feel are the most important water quality variables?
110. You have had an opportunity to look at the statistical
table from the publication (this was supplied before the
interview). (a) Imagine you were asked to write a commentary on
the information in the table. Are there any significant or
curious or interesting features revealed by the data which you
think should be highlighted, and if so, what might you say about
them? Can you offer any suggestions to explain these features?
(b) What is your opinion of the general layout of the table? How
might it be improved?
Group Assignment
Learning Outcome: The purposes of the assignment is to
demonstrate collaboration and presentational skills. Your
instructor may expect one or more of the following: (a) increase
your sense of belonging and community in this class, (b)
increase knowledge of and interaction with people in the class,
and (c) increase knowledge and application of effective public
speaking and listening skills, (d) prepare you for a test over
the textbook, and (e) gain knowledge and practice in using
presentational (audio visual) aids.
Group
Project 1:
Assignment: Each student will collaboratively work on an
informative presentation on one chapter from your textbook. This
will provide an excellent preview at the beginning of the course
or review at the end of the course. You can divide the workload
in a way that works for you or provide a roundtable discussion.
Use a PowerPoint in your presentation or some other visual aid.
Presentational format: The format for the presentation is up to
your group, but be creative and engage the class. You will teach
the class that day, and you are encouraged to use a variety of
teaching approaches. You can divide the class and have each
group member work with a small group in the class to review the
material. You can invite each individual in the class up to come
up front to help demonstrate the presentational aid. You may
want to use a game. You can ask questions, which the class
answers. You can give a quiz, which students answer in groups,
then ask each group to report out what their answers. You could
have members of the class give impromptu speeches about
different topics in the chapters you are reviewing. You could
provide some kind of learning activity for the class to do in a
collaborative group. There are many options available to you.
Time length: Time length should be 20-30 minutes.
Group Presentation 2:
Assignment: You need to attend a Park University or local event
together as a group this semester in preparation giving a group
speech with the purpose: "To persuade the audience of the value
in attending Park University events." During the semester,
attend a Park University event together (e.g., play, musical
event, sporting event). You need to figure out something where
everyone can attend together, so check the Park U. events
calendar, and see what you can arrange. Here is the arts
calendar: http://www.park.edu/ata/ And the athletic calendar:
http://www.parkathletics.com/news/dept/all_events.shtml And, of
course there are other options listed through the Park U events
websites.
Rubric
This will be updated with the most recent Rubric in the system
when faculty members create their syllabi.
Copyright:
This material is protected by copyright and cannot be reused
without author permission.
Last Updated:2/25/2008 2:22:22 PM
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