SE101: Fundamentals of Speech

I. Textbook:

Samovar, Larry A.  Oral Communication: Message and Response. 11th ed. Dubuque, Iowa: Wm. Brown Co. Pub., 1995.

II. Course Philosophy:

There are two levels of learning in every skills course: cognitive and psychomotor. The student will be given important information concerning public speaking, and he or she will be given the opportunity to speak in "public". The learning of information (e.g., cognitive material) and the perfection of performance techniques (e.g., psychomotor techniques) will be evaluated through tests and critiques.

III. Grading:

A. Possible points/grades:

participation	20%
3-6 min introduction	5%
4-7 min audio-visual	10%
5-8 min informative	15%
8-11 min persuasive	15%
first test	5%
midterm test	10%
final examination	20%

B. Each speaker is required to present:

1. at least two of the three informative speeches and

2. the final, persuasive speech.

3. Failure to present these will mean an automatic grade of F for the course.

C. Late speeches and participation:

1. If any speech is not given on the assigned day, the speaker will be given a second opportunity to make-up the speech -- if class time is available.

2. All make-up speeches will have a grade reduction of ten points.

3. Other than participation exercises missed because of college sponsored activities, no participation other than may be made-up.

D. Disruption of class or of speeches is unacceptable.

1. The first instance will be reprimanded.

2. The second instance will be cause for dismissal from class with a loss of participation points for the day it occurs.

3. The third instance will be cause for expulsion from the course.

E. Plagiarism and cheating, the theft of another's ideas, will be prosecuted as harshly as possible.

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Quality Standards for SE101: Fundamentals of Speech as taught by John O. Phipps-Winfrey

Test materials [Cognitive Domain]:

1. The student shall demonstrate the ability to identify the definition(s) of "calm manner of delivery".
2. The student shall demonstrate the ability to identify the definition(s) of logos and pathos
3. The student shall demonstrate the ability to identify the definition(s) of the primary types of audiences.
4. The student shall demonstrate the ability to identify the definition(s) of the most common types of fallacious reasoning.
5. The student shall demonstrate the ability to identify the definition(s) of the most common barriers to listening.
6. The student shall demonstrate the ability to identify the definition(s) of belief, attitude, and value.
7. The student shall demonstrate the ability to identify the definition(s) of the general purposes of informative speeches.
8. The student shall demonstrate the ability to identify the definition(s) of the types of questions possible in interviewing.
9. The student shall demonstrate the ability to identify the definition(s) of a core statement.
10. The student shall demonstrate the ability to identify the definition(s) of the types of transition used in speaking.
11. The student shall demonstrate the ability to identify the definition(s) of the major types of logical claims/patterns found in persuasive speeches.
12. The student shall demonstrate the ability to identify the definition(s) of connotative meaning and denotative meaning.
13. The student shall demonstrate the ability to identify the definition(s) of the major areas of prejudicial thought.
14. The student shall demonstrate the ability to identify the definition(s) of the major problems of listening.
15. The student shall demonstrate the ability to identify the definition(s) of manuscript, memorized, extemporaneous, and impromptu speeches.
16. The student shall demonstrate the ability to identify the definition(s) of the major categories of nonverbal behavior found in public speaking situations.
17. The student shall demonstrate the ability to identify the definition(s) of plagiarism.
18. The student shall demonstrate the ability to identify the definition(s) categories of paralinguistic behavior.
19. The student shall demonstrate the ability to identify the definition(s) of the major types of visual aids.
20. The student shall demonstrate the ability to identify Aristotle as the first definer of ethos, pathos, and logos as rhetorical claims.
21. The student shall demonstrate the ability to identify Drs. Monroe and Ehninger as the authors of Monroe's Motivated Sequence.
22. The student shall demonstrate the ability to identify the era in which the action model was the foremost model of communication.
23. The student shall demonstrate the ability to identify the era in which the interaction model was the foremost model of communication.
24. The student shall demonstrate the ability to identify the era in which the transactional model was the foremost model of communication.
25. The student shall demonstrate the ability to identify the structure of a Problem-Solution based persuasive outline from an example paragraph.
26. The student shall demonstrate the ability to identify the structure of a Monroe's Motivated Sequence based persuasive outline from an example paragraph.
27. The student shall demonstrate the ability to identify the structure of a Policy Argument based persuasive outline from an example paragraph.
28. The student shall demonstrate the ability to identify the structure of a Comparative-Advantage based persuasive outline from an example paragraph.
29. The student shall demonstrate the ability to identify the structure of a Criteria-Satisfaction based persuasive outline from an example paragraph.
30. The student shall demonstrate the ability to define ethos.
31. The student shall demonstrate the ability to list, in order, the primary parts of an informative outline.
32. The student shall demonstrate the ability to list the primary types of order used in informative outlining.
33. The student shall demonstrate the ability to list the steps commonly held to aid overcoming the major problems of listening.
34. The student shall demonstrate the ability to list the basic steps that are, most commonly, used in evaluating research.
35. The student shall demonstrate the ability to list the types of persuasive appeals most commonly used in public speaking.
36. The student shall demonstrate the ability to list the major types of informative speeches.
37. The student shall demonstrate the ability to list, in order, the parts of an interview.
38. The student shall demonstrate the ability to list at least four major organizational formats used in persuasive speaking.
39. The student shall demonstrate the ability to identify the qualities inherent in "a calm manner of delivery".
40. The student shall demonstrate the ability to identify the major problems inherent in using audio-visual aids.
41. The student shall demonstrate the ability to identify the primary types of research sources.
42. The student shall demonstrate the ability to identify the component parts of an audience analysis.
43. The student shall demonstrate the ability to identify the major criteria used in evaluating public speeches.
44. The student shall demonstrate the ability to identify the component parts of a speaking occasion.
45. The student shall demonstrate the ability to identify the problems inherent in manuscript, memorized, extemporaneous, and impromptu speeches.
46. The student shall demonstrate the ability to identify the basic principles of correct stance and posture.
47. The student shall demonstrate the ability to complete basic research.
48. The student shall demonstrate the ability to identify the primary types of audiences.
49. The student shall demonstrate the ability to identify the most common types of fallacious reasoning.
50. The student shall demonstrate the ability to identify the most common barriers to listening.
51. The student shall demonstrate the ability to identify the general purposes of informative speeches.

 

Written Work / Student Critiques [Cognitive and Affective Domains]:

1. The student shall demonstrate the ability to report --correctly -- citations on a "Works Cited" page.
2. The student shall demonstrate the ability to report -- correctly --citations in a speech.
3. The student shall demonstrate the ability to identify "a calm manner of delivery".
4. The student shall demonstrate the ability to identify correctness of speed of delivery.
5. The student shall demonstrate the ability to identify conversationality in speaking.
6. The student shall demonstrate the ability to identify correctness of stance.
7. The student shall demonstrate the ability to identify effective gesture-use in speaking.
8. The student shall demonstrate the ability to identify ethos, logos, and pathos.
9. The student shall demonstrate the ability to identify a core statement.
10. The student shall demonstrate the ability to identify the types of transition used in speaking.
11. The student shall demonstrate the ability to identify manuscript, memorized, extemporaneous, and impromptu speeches.
12. The student shall demonstrate the ability to note inconsistencies in the delivery of a speech.
13. The student shall demonstrate the ability to note inconsistencies in the organization of a speech.

Instructor Observation / Critiques [Cognitive, Affective, and Psychomotor Domains]:

1. The student shall demonstrate the ability to present unique, impromptu speeches.
2. The student shall demonstrate the ability to present a unique speech of introduction.
3. The student shall demonstrate the ability to present a unique informative speech.
4. The student shall demonstrate the ability to present a unique informative speech that incorporates audio-visual aids.
5. The student shall demonstrate the ability to present a unique persuasive, policy speech.
6. As a group member, the student shall demonstrate the ability to produce outlines for unique, impromptu speeches.
7. The student shall demonstrate the ability to produce an outline for a unique speech of introduction.
8. The student shall demonstrate the ability to produce an outline for a unique informative speech.
9. The student shall demonstrate the ability to produce an outline for a unique informative speech that incorporates audio-visual aids.
10. The student shall demonstrate the ability to produce an outline for a unique persuasive, policy speech.
11. The student shall demonstrate the ability to evaluate speeches according to evaluation criteria used in this course.
12. The student shall give their required speeches when called upon.
13. The student shall join discussion and task-orient groups when told to do so.
14. The student shall participate in discussions and task-oriented groups.
15. The student shall give their speech when called upon.
16. The student shall attempt to adopt the correct stance during their speech.
17. The student shall speak from an outline.
18. The student shall include at least one claim of ethos in each speech.
19. The student shall include at least one pathos statement in each persuasive speech.
20. The student shall include at least one logos statement in each persuasive speech.
21. The student shall take an active part in discussion groups and task-oriented groups.
22. The student shall copy the stance behavior demonstrated by the instructor.
23. The student shall adopt the correct stance, which has been taught in class.
24. The student shall integrate conversational style gestures into their presentations.
25. The student shall integrate conversational speed into their presentations.
26. The student shall integrate conversational style language into their presentations.

 0 The speaker failed to meet more than three of the objectives.

SPEECH FOUR / PERSUASIVE POLICY /TIME LIMITS: 8-11 MINUTES