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INSTRUCTOR'S MANUAL
for Metcalfe's
BUILDING A SPEECH
EIGHTH Edition
Sheldon Metcalfe
Community College of Baltimore County
Table of Contents
Page
Part I General Course Information
Introduction 9
Syllabus 10
Discussion of Course Requirements 14
Exercises, Critiques, and Analyses 16
Grading 17
Attendance and Make-up Policies 18
Part II Learning Activities
Chapter 1 Introducing the Study of Public Speaking
Objectives 20
Skill Builder Exercises 20
Additional Skill Builder Exercises 20
InfoTrac/Library Database Exercises 21
Speech Builder Express Exercises 22
Chapter 2 Understanding and Reducing Your Apprehension Objectives 23
Additional Skill Builder Exercise 23
InfoTrac/Library Database Exercise 25
Chapter 3 Building Your First Speech
Objectives 26 Skill Builder Exercises 26
Additional Skill Builder Exercise 28
Speech Builder Express 29
Chapter 4 Analyzing Your Audience
Objectives 29
Additional Skill Builder Exercise 29
InfoTrac/Library Database Exercise 30
Chapter 5 Improving Your Listening Skills Objectives 30
Additional Skill Builder Exercises 31
InfoTrac/Library Database Exercise 34
Chapter 6 Considering the Ethics of Public Speaking
Objectives 35
Additional Skill Builder Exercises 36
InfoTrac/Library Database Exercise 36
Chapter 7 Selecting the Topic and Purpose Objectives 37
Additional Skill Builder Exercises 38
InfoTrac/Library Database Exercise 39
Speech Builder Express Exercise 39
Chapter 8 Conducting Research
Objectives 40
Additional Skill Builder Exercises 40
InfoTrac/Library Database Exercise 41
Chapter 9 Choosing Supporting Materials
Objectives 42
Additional Skill Builder Exercises 42
InfoTrac/Library Database Exercise 43
Chapter 10 Organizing the Body of the Speech Objectives 43
Additional Skill Builder Exercise 44
InfoTrac/Library Database Exercise 48
Speech Builder Express 48
Chapter 11 Selecting the Introduction and Conclusion Objectives 49
Additional Skill Builder Exercises 50
InfoTrac/Library Database Exercise 50
Chapter 12 Using Audiovisual Aids
Objectives 51
Additional Skill Builder Exercises 52
InfoTrac/Library Database Exercise 52
Chapter 13 Considering Language
Objectives 53
Additional Skill Builder Exercises 53
InfoTrac/Library Database Exercise 55
Chapter 14 Developing the Delivery
Objectives 56
Additional Skill Builder Exercises 56
InfoTrac /Library Database Exercise 58
Chapter 15 Speaking to Inform
Objectives 58
Additional Skill Builder Exercises 59
InfoTrac/Library Database Exercise 60
Speech Builder Express 61
Chapter 16 Speaking to Persuade
Objectives 62
Additional Skill Builder Exercises 62
InfoTrac/Library Database Exercise 63
Speech Builder Express 64
Chapter 17 Speaking to Persuade: Motivating Audiences
Objectives 65
Additional Skill Builder Exercises 65
InfoTrac/Library Database Exercise 66
Speech Builder Express 66
Chapter 18 Speaking for Special Occasions
Objectives 67
Additional Skill Builder Exercises 67
InfoTrac/Library Database Exercise 68
Chapter 19 Speaking in Groups
Objectives 69
Skill Builder Exercises 69
Additional Skill Builder Exercises 71
InfoTrac/Library Database Exercises 72
Part III Test Bank
Chapter 1 Introducing the Study of Public Speaking
True/False Questions 74
Multiple Choice Questions 75
Fill in the Blank Questions 78
Essay Questions 79
Chapter 2 Understanding and Reducing Your Apprehension
True/False Questions 79
Multiple Choice Questions 81
Fill in the Blank Questions 83
Essay Questions 84
Chapter 3 Building Your First Speech
True/False Questions 84
Multiple Choice Questions 86
Fill in the Blank Questions 90
Essay Questions 90
Chapter 4 Analyzing Your Audience
True/False Questions 91
Multiple Choice Questions 93
Fill in the Blank Questions 98
Short Answer Questions 99
Essay Questions 100
Chapter 5 Improving Your Listening Skills
True/False Questions 100
Multiple Choice Questions 102 Short Answer Questions 106
Essay Questions 107
Chapter 6 Considering the Ethics of Public Speaking
True/False Questions 108
Multiple Choice Questions 109
Fill in the Blank Questions 111
Essay Questions 111
Chapter 7 Selecting the Topic and Purpose
True/False Questions 112
Multiple Choice Questions 115
Fill in the Blank Questions 118
Short Answer Questions 119
Essay Questions 119
Chapter 8 Conducting Research
True/False Questions 120
Multiple Choice Questions 125
Fill in the Blank Questions 130
Short Answer Questions 131
Essay Questions 131
Chapter 9 Choosing Supporting Materials
True/False Questions 132
Multiple Choice Questions 134
Fill in the Blank Questions 138
Essay Questions 139
Chapter 10 Organizing the Body of the Speech
True/False Questions 139
Multiple Choice Questions 142
Fill in the Blank Questions 146
Short Answer Questions 147
Essay Questions 147
Chapter 11 Selecting the Introduction and Conclusion
True/False Questions 148
Multiple Choice Questions 150
Short Answer Questions 153
Essay Questions 154
Chapter 12 Using Audiovisual Aids
True/False Questions 155
Multiple Choice Questions 158
Essay Questions 162
Chapter 13 Considering Language
True/False Questions 163
Multiple Choice Questions 167
Fill in the Blank Questions 172
Short Answer Questions 173
Essay Questions 173
Chapter 14 Developing the Delivery
True/False Questions 174
Multiple Choice Questions 180
Fill in the Blank Questions 189
Short Answer Questions 189
Essay Questions 190
Chapter 15 Speaking to Inform
True/False Questions 191
Multiple Choice Questions 196
Short Answer Questions 203
Essay Questions 205
Chapter 16 Speaking to Persuade
True/False Questions 205
Multiple Choice Questions 210
Fill in the Blank Questions 221
Essay Questions 222
Chapter 17 Speaking to Persuade: Motivating Audiences
True/False Questions 223
Multiple Choice Questions 225
Matching 229
Essay Questions 230
Chapter 18 Speaking for Special Occasions
True/False Questions 231
Multiple Choice Questions 234
Essay Questions 240
Chapter 19 Speaking in Groups
True/False Questions 241
Multiple Choice Questions 246
Fill in the Blank Questions 257
Short Answer Questions 258
Essay Questions 259
Part IV Online Chapter Quiz Questions
Chapter 1 260
Chapter 2 262
Chapter 3 264
Chapter 4 267
Chapter 5 269
Chapter 6 271
Chapter 7 273
Chapter 8 275
Chapter 9 277
Chapter 10 280
Chapter 11 282
Chapter 12 284
Chapter 13 287
Chapter 14 289
Chapter 15 291
Chapter 16 293
Chapter 17 295
Chapter 18 298
Chapter 19 300
Part V Classroom Handouts
Instructions for Preparing the Speech to Inform 303
Instructor’s Grading Form: Speech to Inform 314
Student Evaluation Sheet: Informative Speech 315
Guidelines for the Demonstration Speech 316
Steps for Building the Process Speech 317
Instructor’s Grading Form: Process Speech 323
Student Evaluation Sheet: Process Speech 324
Guidelines for the Persuasive Speech to Convince 325
Steps for Building the Convincing Speech 327
Instructor’s Grading Form: Speech to Convince 333
Student Evaluation Sheet: Speech to Convince 334
Guidelines for the Persuasive Speech to Actuate 335
Steps for Building the Persuasive Speech to Actuate 338
Instructor’s Grading Form: Speech to Actuate 343
Student Evaluation Sheet: Speech to Actuate 345
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Part I
General Course Information
Introduction
This manual is a supplement to Building A Speech, Eighth Edition and is provided to help public speaking instructors apply the textbook to the basic speech classroom.
The instructor’s manual is divided into six parts:
Part I provides a sample syllabus for the basic speech course and includes a discussion of grading and attendance procedures.
Part II describes specific exercises presented in the text and identifies additional learning activities.
Part III includes a comprehensive test bank that incorporates true-false, multiple-choice, fill in the blank, short answer, and essay questions.
Part IV includes online true/false, multiple choice, and fill-in-the-blank quiz questions that are presented at the Cengage web site.
Part V contains classroom handouts describing guidelines for the principal informative and persuasive speaking assignments as well as evaluation forms that instructors can use for grading.
Part VI contains handouts that can be used on overhead transparencies, document cameras, or PowerPoint presentations for classroom lectures and instruction.
Syllabus
Course Objectives
Upon completion of the course, a student should be able to:
1. research, organize, and deliver a public speech;
2. present informative and persuasive speeches;
3. analyze and understand different audiences;
4. select and employ audiovisual aids for speaking assignments;
5. handle normal speech apprehension;
6. engage in active listening behavior;
7. understand the importance of ethical practice in speech research, organization, and
delivery;
8. evaluate a speech based upon theory presented in the course;
9. present messages in special circumstances, such as ceremonial occasions and group
discussions.
Course Requirements
I. Speeches--constitute fifty percent of the grade
There will be four principal speaking assignments required during the course. These assignments will be graded based on the criteria described instructional handouts and presented to each student. For example, informative and persuasive speeches are graded on two factors: (1) the researched outline which the student presents to the instructor on the assigned speaking date, and (2) the delivery which the student has prepared for classroom presentation.
PLEASE NOTE: Speaking assignments will not be graded unless outlines include proper bibliography and are handed to the instructor prior to the speech. In order to pass the course, a student must have presented the equivalent of four principal speaking assignments.
Each assignment constitutes a different set of speaking objectives which the student must successfully complete in order to progress towards accomplishment of course goals.
a. Speech to Inform 75 points
b. Speech to Persuade 75 points
c. Special Occasion Speech 50 points
d. Small Group Presentation 50 points
250 Total
II. Exercises, Critiques, Quizzes, Journal, Written Analyses - thirty percent of the grade
This area of the grade involves the student’s classroom participation through brief speaking exercises, oral and written evaluation of speeches, quizzes, a journal kept throughout the semester, and other selected homework assignments or class activities. Exercises constitute short two- to three-minute speaking presentations assigned throughout the course. In addition, each student will be required to participate in verbal critiques of each major speech and keep a notebook containing written critiques of each speaker. Pop quizzes, based on material discussed in class or covered in the text, can occur during any class period. Students will also keep a journal describing their degree of apprehension before and after each speech. Students will be assigned written analyses of two effective speeches recorded on videotape to gain an understanding of the organization and delivery of informative and persuasive messages. In addition, each student will be required to conduct an analysis of the classroom audience.
Speaking Exercises
a. Speech of introduction 10 points
b. Impromptu speech 10 points
c. Dramatic reading 10 points
Critiques of Classroom Speeches
a. Oral critiques 15 points
b. Written critiques 15 points
Chapter Quizzes
a. (3--5 quizzes total) 10 points a quiz (30--50 points total)
Journal
a. Apprehension entries before 30 points total for journal
and after each speech
b. Selecting listening exercises
Written Analyses
a. Informative Speech Analysis 10 points
b. Persuasive Speech Analysis 10 points
c. Audience Analysis 10 points
150 Total (based on 3 quizzes)
III. Exams - twenty percent of the grade
There will be two major exams--a mid-term and a final. Each exam will cover material from class discussions and assigned reading. Questions will include a combination of true-false, multiple choice, short answer, fill in the blank, and/or essay type.
a. Midterm Exam 50 points
b. Final Exam 50 points
100 Total
Grading
Each student can keep an accurate and up-to-date record of his or her grade by totaling the achieved points and dividing by the total number of possible points. The result will yield a percentage which can be converted into a grade based upon the following scale:
A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = 0 - 59
Grading Criteria
Grading for each assignment is assessed according to specific criteria discussed in class and circulated to each student. Grades are based upon specific objectives which involve thorough research, clear organization, and a prepared delivery. The following general criteria will be used to assign letter grades.
The average speech (C) should meet the following criteria:
1. Conform to the kind of speech assigned (to inform, to persuade, etc.).
2. Be ready for presentation on the assigned date.
3. Conform to the time limit.
4. Fulfill any special requirements of the assignment, such as using audiovisual aids, following the motivated sequence, conducting an audience analysis, etc.
5. Have a clear, specific purpose and thesis statement.
6. Have an identifiable introduction, body, and conclusion.
7. Show reasonable directness and competence in delivery.
8. Be free of serious errors in grammar, pronunciation, and work usage.
The above average (B) speech should meet the preceding criteria and also:
1. Be a challenging topic.
2. Fulfill all major functions of a speech introduction and conclusion.
3. Display clear organization of main points to carry out elements which were
identified in the thesis.
4. Back up main points with supporting materials that are accurate, credible, and
relevant.
5. Exhibit effective use of external transitions, or “signposts” between main points, and internal transitions, or connective between supporting points.
6. Be able to deliver the speech without major distractions.
The superior speech (A) should meet all the preceding criteria and also:
1. Be a topic which makes a genuine contribution to the knowledge or beliefs of
the audience.
2. Sustain positive interest, feeling, and/or commitment among members of the
audience.
3. Contain vivid and concrete language to convey ideas.
4. Be delivered in a polished manner which strengthens the impact of the
speaker’s message.
Attendance
In order for a basic speech course to be successful, every class period needs both speakers and listeners. Speakers must be prepared to deliver presentations on assigned speaking days, and audiences members must listen actively to provided supportive feedback to speakers and to engage I oral and written critiques. Oral performance requires fairly rigid scheduling of class time. Speakers will be given at least once week to prepare a major speaking assignment. Speakers who miss a class on the day a speech is due miss fulfilling that assignment. Students who fail to present speaking assignments cannot assume that they will be able to make up assignments when they return to class. The following attendance policy will be adhered to in this class:
1. Each student, whether present or not, is responsible for all material presented in
every class period.
2. Students who miss a class should obtain the material presented from another
classmate. (The instructor will not repeat lecture material that was missed.