Speech1January 3, 2019

Speech 801-198 (16 Weeks)

Fall 2005

Course Information

Instructor: Rick Barribeau Office Hours: M______

T______

Office: Racine 222DW______

TH______

Phone:262.619. 6822 (School Phone)F______

262.619.6227 (FAX)

E-Mail:

Address:GatewayTechnicalCollege, 1001 S. Main Street, Racine, WI53403

Text: Beebe, Steven, and Susan J. Beebe. Public Speaking: An Audience-Centered Approach. 6th ed. Boston: Allyn and Bacon, 2003.

Materials:Two computer disks

Notebook/paper

Pens/pencils

Videocassette

Description:Speech explores the fundamentals of effective oral presentation to small and large groups. Topic selection, audience analysis, methods of organization, research, structuring evidence and support, delivery techniques, and other essential elements of speaking successfully, including the listening process, form the basis of the course.

Credits: 3

Prerequisites: None

Objectives:To enhance speaking and listening skills for a professional environment, students need to develop a number of skills. The following skills are promoted and assessed in this course.

Demonstrate active listening behavior.

Tailor presentations to fit specific audiences.

Demonstrate ethical responsibility in public speaking.

Use research based evidence, logical reasoning, and examples to clarify, prove, and add interest to ideas, statements, or assertions presented in a speaking situation.

Present material using distinct organizational patterns.

Incorporate audio/visual aids during public presentations.

Demonstrate effective delivery skills.

Evaluate presentations.

Present a speech to inform.

Present a speech to argue and persuade.

Present information in a group discussion.

Present a speech for a special occasion (e.g., ceremonial, entertainment).

Core Skills:Gateway believes students need both technical knowledge and skills and core abilities in order to succeed in a career and in life. The following nine core abilities are the general attitudes and skills promoted and assessed in all Gateway programs; those followed by an asterisk are promoted and assessed in this course.

Act responsibly*

Communicate clearly and effectively*

Demonstrate essential computer skills

Demonstrate essential mathematical skills

Develop job-seeking skills*

Respect self and others as members of a diverse society*

Think critically and creatively*

Work cooperatively*

Value learning*

Special Needs

If you have any special educational needs or concerns, please contact your classroom instructor or the special needs instructor on your campus. The special needs instructors on the Racine campus are Peggy Jude (619.6478) and Linda Mahoney (619.6520). Their office is in the Student Services area in the LakeBuilding.

Schedule

The course will be divided into the following units:

Unit 1: Informative Speeches (~5 weeks)

Unit 2: Persuasive Speeches (~5 weeks)

Unit 3: Researched Speeches (~6 weeks)

A schedule will be handed out for each unit as we begin the unit.
Grading

Attendance, adherence to deadlines, and participation in class count about 15 percent of the final grade. For each absence after the first, four (4) points will be deducted from this grade. Because this class requires an audience for speeches, it is important that you attend classes regularly. Your first absence is not penalized. Late arrivals and early departures may be considered as absences depending on their frequency and duration. Note that an absence may also affect your ability to do an assignment.

For each week that a speech is late, thirty (8) points will be deducted from this grade. In addition, you must contact the instructor to schedule a make-up speech. If you fail to give the make-up speech, you will fail the class.

For each assignment that is late, two (2) points per calendar day will be deducted from this score. Failure to participate in class activities will also result in deductions to this grade.

Speeches count about 40 percent of the final grade.You will give a number of speeches during the semester. Possible speeches include an icebreaker, demonstration, sales, birthday, quote, reading, research, interview, persuasive, and ceremonial speech.

Tests count about 30 percent of the final grade. Tests are given to reinforce the readings and activities for the units.

Written assignments count about 15 percent of the final grade.Assignments to prepare for speeches and to improve communication skills are an important part of this class.

Grading Scale

Letter

Grade

/ Numeric Grade / Letter
Grade / Numeric Grade
A / 95 – 100 / C / 79 – 82
A- / 93 – 94 / C- / 77 – 78
B+ / 91 – 92 / D+ / 75 – 76
B / 87 – 90 / D / 72 – 74
B- / 85 – 86 / D- / 70 – 71
C+ / 83 – 84 / F / 69 – 0

Grading Matrix

This matrix shows the basic assessment used for this course. Specific criteria may be handed out for each assignment.

Assessment Areas / Grade Earned
A / B / C / D/F
Audience/
Topic / Superior audience awareness / Good audience awareness / Some audience awareness. Shows thoughtfulness about subject matter / Ignores the needs and interests of the audience. Trite topic. Little thought about the subject matter.
Purpose / Clearly articulated central idea. Speech meets time frame of assignment / Clear purpose beyond the minimum requirements of the task. Speaker may be slightly under or over expected time frame. / Some sense of purpose. Meets minimum requirements. Close to expected time frame. / Does not fulfill the requirements of the task. The speaker largely ignores the time frame.
Organization / Clearly stated introduction, body, and conclusion containing the necessary elements. Transitions effectively used. Main ideas are distinct and focused. / Introduction, body, and conclusion distinct and contain the necessary elements. Audience can distinguish main ideas. / Basic structure acceptable. Ideas are ordered and linked. / Disorganized. Rambling. Necessary elements missing from one or more sections of speech. Transitions are awkward or missing.
Support / Supports are well chosen. Sufficient and varied evidence is provided. Sources are appropriately cited. / Reliable evidence and sound reasoning strategies are used. / The speech has some relevant documented support. / Weak or non-existent support. Failure to credit sources.
Language / Language is concise and precise. Words are correctly pronounced and articulated. / Sentences are clear. Conscious language choices are evident. / Some awkwardness and wordiness. An occasional error. / Effectiveness of speech hampered by poor language usage skills.
Delivery / Eye contact meets or exceeds 2/3 of the time goal. Voice is varied. Minimum of vocalized pauses. Non-verbal communication enhances message. Speaker seems poised. / Eye contact is at least ½ of the time. Voice is varied. No distracting nonverbal communication. Speaker is clearly in control of situation and recovers from any slips. / Eye contact is 25 to 50% of the time. Occasional vocalized pauses. Some nonverbal distractions. Some signs of speaker anxiety may be present. / Eye contact limited to occasional glances. Sustained less than 10% of time. Frequent vocalized pauses. Monotone or inappropriate pitches. Nonverbal communication distracts.