MARYVILLE
UNIVERSITY COURSE SYLLABUS
SEMESTER/YEAR:
Fall 2003
COURSE: SPCH
110.02
TITLE: ORAL COMMUNICATION
PREREQUISITE:
NONE
CREDITS: 3
MEEING DAYS/TIME:
TTh 3:05-4:20p
MEETING PLACE: Reid
2300
INSTRUCTOR:
Leah Schwartz, Ph.D.
OFFICE PHONE: 314-529-9409
OFFICE LOCATION: LINK
3206
VOICEMAIL: 314-529-9201
+ 9409# E-MAIL:
lschwartz@maryville.edu
WEBSITE: http://aralweb.itr.maryville.edu/schwartz
FAX: 314-529-9965
OFFICE HOURS FALL 2003: MTWTh
morning
GOAL OF THE COURSE: To develop skill and
confidence in speaking before an audience.
OBJECTIVES:
to develop skills in . . .
discussion
extemporaneous delivery
analyzing an audience
facial, vocal, physical expression
projection, enunciation, vocal quality
eye contact
overcoming stage fright
facing the unexpected with courage and grace
choosing, limiting and developing a speech topic
creating a speech body, introduction, and conclusion
using visual aids
persuasion
listening
evaluating speaking skills
TEXT:
Lucas, Stephen. The Art of
Public Speaking, 8th ed. Boston:
McGraw-Hill, 2004.
THIS SYLLABUS MAY BE ALTERED BY THE
TEACHER TO MEET STUDENT OR INSTRUCTIONAL NEEDS.
Calendar:
Aug 26 Orientation;
get-acquainted exercises
Aug 28 3-minute speech of
introduction
Sep 2 Read Ch 1 Speaking in
Public and Ch 12 Delivery.
Bring a controversial topic for small group discussion.
Sep 4 Using expression in
delivery: Read a short poem or
prose piece or song lyrics.
Sep 9 Using expression in
delivery: Tell a memorized story
to the class.
Sep 11 (continued)
Read Ch 11 Using Language and Ch
17 Speaking on Special Occasions. Discuss
your plans for a commemorative speech in small groups.
Sep 16 5-minute commemorative
speeches
Sep 18 (continued)
Sep 23 Read Ch 13 Using Visual
Aids, Ch 7 Supporting Your Ideas, Ch 8 Organizing the Body of the Speech, Ch 9
Beginning and Ending the Speech
Sep 25 Practice the demonstration
speech in small groups
Sep 30 5-7 minute demonstration
speeches (visual aid required; chalk board not acceptable)
Oct 7 (continued)
Oct 9 (continued)
Oct 14 Read Ch 4 Selecting a
Topic and Purpose, Ch 5 Analyzing the Audience, Ch 6 Gathering Materials, Ch 7
Supporting Your Ideas, Ch 10 Outlining Your Speech, Ch 14 Speaking to Inform
Oct 16 Prepare a typed outline +
list of sources (3 minimum) for an informative speech, using the required
form. Provide copies for your
small group to use in discussion and for the teacher.
Oct 21 5-7 minute
informative speeches. Hand in the
outline and list of sources.
Oct 23 (continued)
Oct 28 (continued)
Oct 30 Read Ch 15 Speaking to
Persuade. Prepare a typed outline
+ list of sources (3 minimum) for a speech using Monroe’s motivated sequence
(413). Use the required outline
form. Provide copies for your small group to use in discussion and for the
teacher.
Nov 4 5-7 minute motivational
speeches. Hand in the outline and
list of sources.
Nov 6 (continued)
Nov 11 (continued)
Nov 13 Prepare a typed outline +
list of sources (3 minimum) for a persuasive speech, using the required
outline form. Provide copies for
your small group to use in discussion and for the teacher.
Nov 18 10-minute persuasive speeches.
Hand in the outline and list of sources.
Nov 20 (continued)
Thanksgiving break Nov 24-30
Dec 2 (continued)
Dec 4 (continued)
Dec 9 (room for error)
Dec 11 Objective test on
terminology; 1-3 short essays on course materials.
Checklist of assignments; percentage of course grade:
Aug 28 3-minute
speech of introduction 5%
Sep 4 Read a short poem or prose
piece or song lyrics. 5%
Sep 9,11 Tell a memorized story
to the class. 5%
Sep 16,18 5-minute commemorative
speech 5%
Sep 30, Oct 7,9 5-7 minute
demonstration speech (visual aid required; chalk board not acceptable)
10%
Oct 21,23,28 5-7 minute
informative speech 15%
Nov 4,6,11 5-7 minute
motivational speech 15%
Nov 18,20, Dec 2,4 10-minute persuasive speech
15%
Dec 11 Objective test on
terminology; 1-3 short essays on course materials.
15%
Class participation, written and oral 10%
Directives for the speech of introduction:
- Inform
the audience about yourself.
- Organize
your material.
- Use
effective delivery.
- Begin
and end effectively.
Directives for reading a short poem or prose piece or
song lyrics:
- Select
interesting material.
- Use
exaggerated delivery (facial and vocal expression; whole body
involvement).
- Open
and close with poise.
Directives for the memorized story:
- Select
a story you like, one you think will interest the audience also.
- Create
various voices for the characters.
- Use
voice, face, and body to deliver the story fluently, to build suspense and
the emotional aspects the story requires.
Directives for the commemorative speech:
- Choose
a topic you feel strongly about, one you think you can involve the
audience with.
- Be
sincere. Don’t exaggerate.
- Use
concrete details to convey aspects of your subject that have moved you,
but don’t try to cover the CV of the person or event you are honoring.
- Use
effective language and delivery.
- Begin
and end gracefully.
Directives for the demonstration speech:
- Choose
a topic which requires you to show how something works or how something is
done.
- Use
a visual aid. (The chalk
board is NOT acceptable. Electronic
aids ARE acceptable. Don’t
bring contraband items to campus. Use
animals and small children only if you can ensure their appropriate
behavior.)
- Choose
a topic that interests you or that you have experience with.
(Don’t choose food preparation.)
- Organize
ideas and physical materials efficiently.
- Audience
involvement is good if you can manage the time factor efficiently.
- If
your demonstration involves a process with a wait period, consider using
the time to relate history of the item or problems doing the process.
Directives for the informative speech:
- Choose
a topic that interests you and that has sufficient novelty and interest
for the audience.
- Prepare
an outline using the required form. Furnish
a list of sources.
- Use
visual aids if they help convey the information.
- Use
the “Speech Critique Sheet” as a checklist for what you should plan to
do or avoid doing.
Directives for the motivational speech:
- Choose
a topic you care about.
- Prepare
an outline using the required form. Label
the sections of your speech (ATTENTION, NEED, SATISFACTION, VISUALIZATION,
ACTION). Furnish a list of
sources.
- Avoid
a point of view that coincides with what the audience is already doing.
- Use
the “Speech Critique Sheet” as a checklist for what you should plan to
do or avoid doing.
Directives for the persuasive speech:
- Choose
a controversial topic you care about.
- Advocate
a position; don’t merely tell the audience about both sides of the
issue.
- Know
the arguments on both sides of the issue; answer the opposing arguments.
- Don’t
choose a point of view that coincides with what the audience is already
doing or already believes.
- Decide
whether your topic should be dealt with as a question of fact, of value,
or of policy; choose an appropriate method of organization for your speech
(400-413).
- Prepare
an outline using the required form. Furnish
a list of sources.
- Use
the “Speech Critique Sheet” as a checklist for what you should plan to
do or avoid doing.
CRITERIA
FOR LETTER GRADES:
The
evaluation of each class assignment or listed portion of the course work will
be specified by a letter grade. The
letter grades indicate a judgment of the quality of the completed assignment.
The letter grades used and their values are listed in the Maryville
catalogue.
The
highest grade "A," for instance, marks work of exceptional quality
which shows understanding of the assignment, the topic, the medium, the
context, the background; which shows evidence of a thoughtful organization of
ideas, drawing of relationships between ideas, presenting of concrete
supporting evidence and discussion to illustrate ideas, knowledge of the
appropriate broader context of the ideas; which uses effective and appropriate
presentation techniques; which uses effective and appropriate standard
language; which shows insight, inventiveness, creativity; which shows
sensitivity to the current state of knowledge and information about the topic
and contributes to the advancement of knowledge and understanding of the
topic.
The
other grades mark work showing lesser levels of mastery in the areas listed
above. "B" work is
superior, shows some exceptional quality but not in all areas listed.
"C" work is average, may have some exceptional qualities and
some deficiencies. "D"
work is of insufficient quality in some of the areas listed and has little
redeeming quality in those areas. "F"
work is insufficient in more areas and has no sufficient redeeming quality.
LATE, INCOMPLETE, MISSING WORK:
Late or incomplete work will be graded lower than work that is complete
and on time. Missing work will
cause a minus grade for that portion of the course work (not zero percent, but
minus 10 percent—or whatever percentage is assigned to that item).
CLASS ATTENDANCE POLICY:
Students are expected to attend all class meetings.
Students who miss more than 3 classes will receive a lower course grade than
their work would otherwise merit.
***STUDENTS WHO MISS 8 OR MORE CLASSES WILL RECEIVE A COURSE GRADE OF F.***
(2 instances of tardiness = 1 missed class for course grade purposes.)
PLAGIARISM POLICY (ZERO TOLERANCE):
***Any instance of plagiarism will result in
a course grade of F.***
All instances of plagiarism will be reported to the School dean, who forwards
that information to appropriate University administrators.
SPCH
110.02 Oral Communication required speech outline form
Type your outline.
Fill in all items.
Make copies using this form or from the course syllabus at http://accweb.itr.maryville.edu/schwartz
Speaker’s name
________________________________
Circle the speech assignment: informative
motivational
persuasive
Specific purpose:
Central idea:
INTRODUCTION
Attention-getter:
Specification of the topic:
Establishment of credibility:
Establishment of rapport with audience, fitting the topic
to the needs of the audience:
Presummary of main ideas:
Transition:
BODY
1st main point:
Presummary of subpoints under this main point:
1.
Subpoint (supports 1st main point):
a.
support for this subpoint:
b.
support for this subpoint:
2.
Subpoint (supports 1st main point):
a.
support for this subpoint:
b.
support for this subpoint:
3.
Subpoint (supports 1st main point):
a.
support for this subpoint:
b. support for this subpoint:
Internal summary of subpoints:
Transition:
2nd main point:
Presummary of subpoints under this main point:
1.
Subpoint (supports 2nd
main point):
a.
support for this subpoint:
b.
support for this subpoint:
2.
Subpoint (supports 2nd main point):
a.
support for this subpoint:
b.
support for this subpoint:
3.
Subpoint (supports 2nd main point):
a.
support for this subpoint:
b.
support for this subpoint:
Internal summary of subpoints:
Transition:
3rd main point:
Presummary of subpoints under this main point:
1.
Subpoint (supports 3rd
main point):
a.
support for this subpoint:
b.
support for this subpoint:
2.
Subpoint (supports 3rd main point):
a.
support for this subpoint:
b.
support for this subpoint:
3.
Subpoint (supports 3rd main point):
a.
support for this subpoint:
b.
support for this subpoint:
Internal summary of subpoints:
Transition:
CONCLUSION
Summary of main points:
Moving or thought-provoking closing linked to the
introduction:
LIST
OF SOURCES: (minimum 3)