COLLEGE: Mission SUBJECT (DISCIPLINE) NAME): Speech Communication COURSE NUMBER: 101

COLLEGE: Mission SUBJECT (DISCIPLINE) NAME): Speech Communication COURSE NUMBER: 101

Los Angeles Community College District

COURSE OUTLINE

(Replaces PNCR and Course Outline)

Section I: Basic Course Information

OUTLINE STATUS:

1. COLLEGE:

2. SUBJECT (DISCIPLINE) NAME[1]): Speech Communication

(40 characters, no abbreviations

3. COURSE NUMBER: 101

4. COURSE TITLE: Oral Communication 1

5. UNITS: 3

6. CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered: (limit of forty words)

This introductory speech course emphasizes techniques of Public Speaking including writing and delivery of speeches to inform and persuade. Students refine critical thinking, research, organizational, and time management skills. They learn to adapt a message to any audience and occasion.

7. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered: (limit of forty words, description must match the above)

8. INITIAL COLLEGE APPROVAL DATE:

9. UPDATES (check all applicable boxes) – Identify the area(s) being updated/changed from the current course
outline that is on file in Academic Affairs:

Content/Objectives Course Title / Unit Value

Prerequisite / Corequisite / Advisory Districtwide Course Attributes

Other (describe) Course Description

10. CLASS HOURS:

“Standard Hours” per Week (based on 18 weeks) / Total Hours per Term (hrs per week x 18) / Units
Lecture: / 3.00 / 54.00 / 3.00
Lab/activity (w/ homework):
Lab/activity (w/o homework):
Total: / 3.00 / 54.00 / 3.00

Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.

11. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT

Note: The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.

. Prerequisites: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

. Corequisite: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

. Advisories: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

12. REPETITIONS -- Number of times course may be repeated for credit (three maximum): 0 (see: Section V, #9)

13. OTHER LIMITATIONS ON ENROLLMENT (see Title 5, Section 58106 and Board Rule 6803 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):

Section II: Course Content and Objectives

1. COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE –Lecture:
If applicable, outline the topics included in the lecture portion of the course (outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Lecture (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)
Topic #1: Communicating With Others, Your Most Important Skill
Learn what communication is; the components and principles applied; attitude and aptitude; communication skills for life.
Topic #2: Revising Attitudes Towards Public Speaking: Stage Fright
The only way to grow - giving yourself permission to overcome your fear of speaking and making mistakes; difference between conversation and public speaking; encouraging words about stage fright.
Topic #3: Giving Your First Speech
Three principles for public speaking; four speaking methods; message, organization, and delivery; being an ethical speaker; helpful speaking hints; impromptu speaking
Topic #4: Selecting Your Topic
Freedom and latitude in topic choice, audience demographics; interest, knowledge, and attitude about topic; ethical choice.
Topic #5: Gathering Your Materials
What to look for; where to look for speech information; how to record information; evidence three-step process.
Topic 6: Organizing Your Speech
Basics of speech organization; writing the body; writing the introduction; writing the conclusion; constructing a speech outline; speaking cards and notes.
Topic #7: Delivering The Speech
Characteristics of good delivery; elements of good delivery; practice; speaker evaluation; listening to others actively.
Topic #8: Informing Your Audience: Teaching Others
Goals of Informative speaking; designs for informative speaking; language use for informative speaking; types of informative speeches; answering questions from the audience; sample speech outline.
Topic #9: Persuading Your Audience: Changing Others
Three purposes of persuasion; Aristotle's persuasive proofs - Ethos, Logos, Pathos; three types of persuasive speeches.
Topic #10: Becoming A Speaker: A Lifelong Journey
Final Speech: oral cultural sharing; mini informative format; visual aids required in presentation - objects, posterboard, artifacts. / 6
3
6
6
3
6
3
8
10
3 / Upon successful completion of this course, the student will be able to:
1. Define communication; describe the seven components of the communication process; examine four basic principles which govern communication; differentiate between attitude and aptitude; examine listening skills; practice reflective listening.
2. Examine our fears as speakers; analyze emotional responses to the speaking situation; formulate attitudes which accept the process nature of speech and the natural tendencies to grow through errors.
3. Distinguish four delivery methods; identify three principles of effective speaking; preview three basic components of a speech; examine four basic elements of speaker delivery; formulate principles of ethical speaking; collect helpful hints for composition of first speech.
4. Brainstorm; determine the specific purpose; select main points; analyze the audience.
5. Formulate definitions, examples, explanations, and comparisons; enumerate appropriate statistics and evidence; construct visual aids that add interest, clarity, and aid in the retention of the major concept; locate research and utilize it effectively in designing the message.
6. Formulate speech organization; arrange the body of the speech into its main points in logical order; select supporting materials; conclude the speech with a summary of main points and final thought; develop the introduction to capture attention, state the thesis, preview the main points, and establish credibity of the speaker and goodwill of the topic towards the audience. Construct a speech outline.
7. Examine three chacteristics of good delivery; differentiate the elements of good delivery; body, gestures , eye contact, facial expressions, vocal variety, and breathing. Practice skills according to guidelines.
8. Set goals, construct three basic designs for informative speech: exposition, description, and narration. Differentiate appropriate types of language for informative speech: simple, specific, active, personal, guiding, positive. Assist audience retention through repetition, association and the use of acronyms. Students perform 5-minute informative speeches with sources orally cited.
9. Examine three purposes of persuasion: to reinforce a belief, change a belief, motivate to action. Practice constructing propositions which are clear and specific. Differentiate three Aristotelian proofs: ethos, logos, pathos. Analyze and provide quality, relevant, recent evidence. Reason by analogy, causation, definition. Prepare emotional appeals to target audience. Formulate a persuasive speech using the problem/solution method. Present 7-minute speech of policy.
10. Understand and list the benefits of becoming a lifelong speaker: education benefits, career benefits, community benefits, and personal growth benefits. Describe and discuss the significance of attitude and heart to create a positive message through the minds and the hearts of the listeners. Relate cultural
uniqueness to the target audience in a 3-minute speech.
Total Lecture hours* / 54
COURSE CONTENT AND SCOPE -- Laboratory:
If applicable, outline the topics included in the laboratory portion of the course (outline reflects course description, all topics covered in class). / Hours per Topic / COURSE OBJECTIVES - Laboratory (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)[2]
Total Lab hours* / 0

*Total lecture and laboratory hours (which include the final examination) must equal totals on page 1.

Bloom’s Taxonomy

simple skills <------> complex skills
Critical Thinking
Knowledge
define
repeat
record
list
recall
name
relate
underline
/ Comprehension
translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
/ Application
interpret
apply
employ
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
/ Analysis
distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize / Synthesis
compose
plan
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare / Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure

2. REQUIRED TEXTS:

Provide a representative list of textbooks and other required reading; include author, title and date of publication:

Fujishin, Randy (2006) The Natural Speaker, Fifth Edition. Allyn and Bacon Publishers

3. SUPPLEMENTARY READINGS:

Reading assignments may include, but are not limited to the following:

Leeds, Rachel (1988) What To Say When, Second Edition. Kendall Hunt

4. WRITING ASSIGNMENTS:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:

Outlines for informative and persuasive speeches; manuscripts for special occasion speech; speaking cards for oral presentations; writing for introductory, informative, informative dyad, persuasive, special occasion, and cultural sharing speeches; audience analysis questions for persuasive speech assignment.

5. REPRESENTATIVE OUTSIDE ASSIGNMENTS:

Out of class assignments may include, but are not limited to the following:

Library and Internet research; personal interviews

6. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

Title 5, section 55002(a) requires that a degree-applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.

(1)The entire speech process is an exercise in critical thinking from choosing a topic, narrowing the research into three main points, using a logical organization pattern, deciding what sources to cite, and choosing what type of visual aid would benefit the audiences' interest, aid in the clarity of the concepts, and aid in the retention of the concepts shared. (2) Here is an example of a classroom exercise: After the lecture on organization, the students are given this exercise to complete. They break into groups of five or six and are given the following instructions. They are a tour group from our local area and all are tour guides working for a company which they must name. They are to decide where they will take the tourists from Nebraska for their two-day tour. They brainstorm for ideas of tourist attractions like Hollywood, the Getty Museum, LACMA, the Wax Museum, Universal City, Santa Monica Pier, and other locations of interest. They decide where they will go, when they will leave and return, and write a 3 to 5-minute informative speech which gives the tourists a preview of what they will be doing for the next two days. This assignment asks students to analyze and select locations, evaluate time frame and work within the limits given. Each student participates in the writing and delivery of this group message. (3) Three tests are given from reading of the required text.

7. METHODS OF EVALUATION:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):

Standardized Tests
Criterion Reference Tests
Observance Record of Student
Performance
Homework
Essays/Essay Test Midterm
Written Compositions
Laboratory Reports
Oral Presentations
Term Papers, Projects, Reports
Class Participation
Problem –solving Exercises
Skills Demonstrations
Final Exam
Other (specify):

8. METHODS OF INSTRUCTION:

Methods of instruction may include, but are not limited to the following:

Lecture

Discussion

Laboratory

Activity

Field Experience

Independent Study

Other (explain)

Videos demonstrating the concepts of active listening, hearing, speech anxiety, topic selection, student speeches demonstrating speeches to inform, motivate, and persuade using the policy setting format.

9. SUPPLIES:

List the supplies the student must provide.

Textbook, Scantrons (3), one (1) #2 lead pencil, workbook, 3-ring binder, one (1) 9x12 manila envelope, one (1) video tape, one (1) package of 5x8 white speaking cards.

10. COMPUTER COMPETENCY:

If applicable, explain how computer competency is included in the course.

Computers are used to acquire information and research materials.

11. INFORMATION COMPETENCY:

Information competency is the ability to find, evaluate use, and communicate information in all its various formats. It combines aspects of library literacy, research methods and technological literacy. Information competency includes consideration of the ethical and legal implications and requires the application of both critical thinking and communications skills. If applicable, explain how information competency is included in the course.