SC 105-12H(3 hrs.) Fundamentals of Prof: Glen Williams
Oral Communication
M-W-F: 8:00 a.m. GB 201 Fall 2012
Course objective: To introduce students to the principles & theories of effective publiccommunication and nurture students’ abilities as speakers, listeners, researchers & critical thinkers.
Student Learning Outcomes: SC 105 concentrates on five principal learning outcomes.
SLO 1: Relying upon the skills inherent to information literacy, the student will locate and gather credible information utilizing the latest technology (such as library subscription databases and advanced searches of the Internet) as well as traditional sources (such as interviews).
SLO 2: As a part of communicating effectively, the student will structure a speech with a well-stated thesis statement, main points/ideas, subpoints (as needed), transitions, preview, and review—all of which culminate into a coherent framework.
SLO 3: Utilizing critical thinking skills and meeting accountability as a responsible communicator, the student will adequately develop the main points/ideas advanced in a speech with a variety of quality supporting materials, such as examples, statistics, testimony, definition, and comparison.
SLO 4: As a part of communicating effectively, the student will generate visual support to effectively present content during the delivery of a speech.
SLO 5: As a part of communicating effectively, the student will present a speech employing extemporaneous delivery skills.
Text:J. Michael Hogan, Patricia Andrews, James Andrews, & Glen Williams, Public Speaking and
Civic Engagement, 2e. Boston: Allyn & Bacon, 2011.
Assignments, exams, & total points possible: (Please keep up with your own grade.)
Written assignments Your scores
1) Speech I: Quick Introduction20 pts. 8% ______
2) Speech II: Quick Introduction II10 pts. 4% ______
3) Information Literacy Exercise 5 pts. 2%______
4) Proposal & Annotated Bibliography I 5 pts. 2 %______
5) Speech III: Speech to Inform60 pts.24% ______
Note: 10 points will be based on delivery.
6) Proposal & Annotated Bibliography II 5 pts. 2 %______
7) Speech IV: Speech to Convince/Actuate70 pts.28% ______
Note: 10 points will be based on delivery.
8) Computer-generated Visual Aid10 pts. 4%______
9) Critique of an “other” 5 pts. 2 % ______
10) Self-critique 5 pts. 2 %______
Three Quizzes & A Final
Quiz I 15 pts. 6%______
Quiz II15 pts. 6%______
Quiz III15 pts. 6%______
Final exam [cumulative written; group speech]: 10 pts. 4%______
Total pts. poss. 250 pts. Your total = ______
Final grades will be calculated as follows:
225-250= A (i.e., 90% + = A)200-224= B (i.e., 80% + = B)
175-199= C (i.e., 70% + = C)150-174= D (i.e., 60% + = D)
Instructor information:
Office: GB 107; Office phone (651-2247)*; Email: ( No attachments!)
Office hours: ______Mailbox: GB 107: hand to staff.
Web: Note: Also link to on-line exercises/resources.
Home phone ( 8 a.m. — 9 p.m. & vital calls only, please! : 651 - 4211)
______
*The University discourages faculty from returning long-distance calls, due to the expense. Please use e-mail.
"You can have brilliant ideas,
but if you can't get them across,
your brains won't get you [ /us ] anywhere."
—Lee Iacocca, An Autobiography (New York: Bantam, 1984).
Daily schedule for SC 105 [including due dates for assignments]:
—August—
M 20Before class: Download/print & read syllabus & Granny D’s speech, pp. 23-25
In class: Introduction to the course, evaluation forms, classmates, & professor
W 22Before class: Study syllabus & Ch. 1 & Granny D’s speech, pp. 23-25.
In class: “Speech & citizenship”
F 24Before class: Study Ch. 2 & Ch. 4.
In class: “The good person speaking / listening well”
M 27Before class: Read Ch. 17 (pp. 427-436 & 442-443) and “Assignment One,” on
syllabus (pp. 7+). Also read Ch. 10 as well as “Give your message structure,” pp. 64-65,
“Thesis,” pp. 150-51, “Good organization,” pp. 214-17, & “Transitions,” pp. 226-27.
In class: “Tributes & other occasions” and “Contemplating our first speech”
W 29Before class: Ch. 17 (pp. 427-436 & 442-443) and Ch. 10, cont., as well as discussion
of “Assignment One”and the “Reaction paper”(for which the Showcase is appropriate).
Noon: SC 105 Speaker Showcase ( in U.C. Ballroom ). See our Web pages.
Note: This event qualifies for assignment 9. Simply submit printed program with your notations.
F31Before class: Read “Speaking with Confidence,” pp. 67-76 in Ch. 3.
In class: “Managing nervousness”; “Pointers for speechwriting”
Activity begins: Things could get wild!
—September—
W 5Activity: Hold onto your hats! More fun than rollerbladin’ on ice! [impromptus]
F 7Before class: Prepare Speech One; rehearse presentation
In class: Due:Formal Outline of Speech I plus evaluation form;
Presentations begin. Bring SD memory card!*
M 10Presentations continued. Bring SD Card!
W 12Presentations conclude. Bring SD Card!
F 14Presentations conclude. Bring SD Card !
M 17Before class: Work on Speech II ; Prepare for Quiz I.
In class: Quiz I (Ch. 1, 2, 4, 10, & 17, plus other indicated readings & notes)
W 19 Before class: Study Chapters 5 & 6.
In class: “Zooming in on a suitable subject and a provocative idea.”
Due: Speech II plus prior draft (the graded Speech I) and evaluation form
F 21Before class: Study Ch. 7; Brainstorm topic idea(s) for Speech III.
In class: “Refining your ideas and compiling the speech.
M 24Before class: Study Ch.14
In class: “Speaking to inform”; Tell Gw your topic idea(s) for Speech III
W 26 Special class: Meet in Kent Library’s Little Theatre (down hall from lobby)
Kent!Note: Access the form, SC 105: Finding Credible Information and complete item one.
(Access the form via the SC 105 Web pages at
F 28 No class: Gw attends Public Address conference; Work on Topic Proposal for Speech III.
—October—
M 1Before class: Study Ch. 8
In class: “Providing adequate development in your speeches”
Due: Information literacy exercise
W 3Before class: Study Ch. 9 & review Ch. 10
In class: “Structuring thought for efficiency & effectiveness”
F 5Before class: Work on Topic Proposal & Annotated Bibliography I
In class: “Structuring thought for efficiency & effectiveness,” cont.
M 8 Before class: Finish Topic Proposal & Annotated Bibliography I
Due: Topic Proposal & Annotated Bibliography I.
In class: Activity
W 10Prepare for Quiz II
In class: Quiz II (Ch. 5, 6, 7, 8, 9 & 14, plus notes, esp. re: library exercise)
______
*You will need an SD (or SDHC) memory card, with a minimum capacity of 2 GB. You may share a card.
F 12 No class: Fall Break! Enjoy special times with special people!
M 15Before class: Study Ch. 11
In class: “Harnessing the power of language”
W 17Before class: Study Ch. 13
In class: “Harnessing the power of presentational aids”
F 19Before class: Study Ch. 12 & review Ch. 13
In class: “Doing justice to your speech during delivery”
M 22 Before class: Refine & Practice Speech III: Speech to Inform
In class: Due: Formal Outline of Speech IIIplus evaluation form.
Presentations begin. Bring SD memory card.
W 24Presentations continued. Bring SD card.Homecoming weekend!
F 26Presentations, continued. Bring SD card.
M 29Presentations, continued. Bring SD card.
W 31Presentations, continued. Bring SD card.
—November—
F 2Presentations conclude. Bring SD card.
Activity: “Your Reflections on Speech III”
M 5Before class: Study Ch. 15;Tell Gw your topic idea(s) for Speech IV
In class: “Influencing others”; Either attend and report on a public presentation (e.g.,
Showcase; Powell), or read Kathryn Gromowski, “Global Climate Change,” pp. 421-25.
Write your reactionto the speech you attend or Gromowski’s speech, following the
guidelinesand usingthe form posted on the “You as critic” link on our class Web pages.
W 7Before class: Study Ch. 16; Choose possible topics for Speech IV; Finish paper.
In class: “Successful advocacy”; Due: Reaction paper.
F 9Before class: Finish Proposal & Annotated Bibliography II
Due: Topic Proposal & Annotated Bibliography II
M 12Before class: Review for Quiz III
In class: Quiz III (Ch. 11, 12, 13, 15 & 16, plus notes).
W 14Before class: Finish Speech IV: Speech to Convince/Actuate
In class: Due: Formal Outline of Speech IV plus evaluation form;
Presentations begin. Bring SD memory card.
F 16Presentations, continued. Bring SD card.
M 19Presentations, continued. Bring SD card.
W 21 & F 23 No class: Thanksgiving Break! May you have much to give thanks for!
M 26Presentations, continued. Bring SD card.
W 28Presentations, continued. Bring SD card.
F 30Before class: Study Ch. 18 and “Group presentation,” a handout on our course website.
In class: “Participating in a group presentation”; groups formed and collaboration begins.
Due: Self-Critique paper(unless you were one of our last speakers and need more time).
—Decembrrrrr!—
M 3Before class: Review notes from our previous meeting.
In class (in Kent Library): Work with your group on your final exam, a mini symposium.
W 5Before class: Review notes from our previous meeting.
In class (in Kent Library): Work with your group on your final exam, a mini symposium.
F 7Before class: Review notes from our previous meeting.
In class (in Kent Library): Work with your group on your final exam, a mini symposium.
Final exam period:8:00 a.m. on Monday, 10 December 2012
Note: I reserve the right to adjust the calendar and/or assignments/quizzes, if necessary.
A quick note about grades:
The university designates that average (i.e., “okay”) work merits a “C”—a good grade.
Work (speeches, papers, etc.) that is not “okay,” in any way, will earn less than a “C.”
(Note: Otherwise, I’d be telling you something was “okay” / “good” when it was not.
In addition to misleading you, I’d be cheapening the degree from Southeast.)
Work that exceeds “okay” / “good” will earn a “B.”
Work that greatly exceeds “okay” / “good,” to the point of being considered
exceptional, will earn an “A.”
Policies for the Course: ( It is your responsibility to know & abide by these!)
I will uphold University policies regarding Civil Climate; Academic Dishonesty; Attendance; Incompletes; Withdrawal, Disruptive Behavior, etc. We will handle any issues or problems on a case-by-case basis, documenting everything in writing. Consult theUndergraduate Bulletin for more information. I will also uphold the department’s policy prohibiting cell phone use during class.
Attendance: Because of the experiential learning involved in both delivering and critiquing speeches, attendance is mandatory. At the same time, I recognize that events may arise that necessitate your absence, for example, you might be ill or need to tend to a sick child; you might need to attend a memorial service, and so on. At the same time, though, I expect you will make every effort to be in class, fulfilling your various responsibilities, including that of being an audience member during others’ presentations. (Note: I will encourage anyone who misses more than five days to withdraw from the class—as nothing will make up for lost experience.)
If you miss on a date you are scheduled to speak, you will have to appeal for an excused absence in order to make up the presentation. In making your case, you may need to provide relevant documentation that will demonstrate that the circumstance was beyond your control. If you miss your speaking date (as noted in #8 below) the formal outline must still be submitted. Your makeup of its delivery will be guaranteed if you secure a replacement who speaks in your scheduled place.
Arriving on time to class also is important: tardiness is disruptive.
Note: Although I do not believe in awarding specific points for participation, your attendance record and contributions will influence my judgment if you are borderline with the final grade.
Assignments: In addition to complying with all assignment guidelines & specifications:
1) Students must complete all assignments in order to obtain credit for the course.
2) Have a backup copy of all submitted work.
3) Submit by date due. Late submissions will result in a 10% grade reduction per 24 hrs. late, or fraction thereof. (Please note that speech outlines are all due on the same date, and—in order to be fair to every student—the outline submitted on the date all outlines are due will be the one I evaluate.) Also, if you must send something via e-mail, do so copied into the e-mail message. Do not send an attachment.
4) Unless indicated otherwise, type (double-spaced) all assignments. Any work not typed will be returned to be typed and will incur the usual late penalty.
5) When an assignment has been returned, carefully review and reflect upon all comments for 24 hrs. prior to discussing the grade with the instructor. Doing so will help ensure review of written feedback, thoughtful contemplation, and a productive conference.
6) You may appeal a grade on a speech or other assignment, but must do so within four school days of its issue. Do so orally and in writing. I will respond orally and in writing.
7) No quizzes may be made up, unless your absence qualifies as excused (see “attendance,” above).
8) All quizzes must remain under my supervision. Any student who leaves the classroom with a quiz or fails to stow electronic device(s) while a quiz is being administered or reviewed will receive a zero on the quiz and face possible disciplinary action for academic dishonesty. While a test is administered, all belongings other than what is allowed for test-taking will be placed at the front of the room, as directed.
9) Due to our tight time parameter, speeches must be presented on the date scheduled. Only an excused absence (see “attendance,” above) will permit a rescheduled presentation. In order to minimize disruption of the class, the student should contact the instructor prior to missing the scheduled presentation. In the event of an unexcused absence on a date scheduled to speak, the student must still submit the formal outline to demonstrate completion of the assignment as well as deliver it for the professor during office hours or some other, scheduled time. The work will incur a reduction of 50% of the total points for having not presented the speech in class, plus any applicable late penalties (see # 3, above). In addition, the student will forfeit all points associated with delivery.Note: Missing more than one presentation will automatically result in a failing grade for the course.
10) In order to demonstrate thoughtful preparation and the ability to operate within constraints, students must confine their speeches to the prescribed time limits. Students who fall below or exceed the target time by two minutes will lose 5% of the points. At the two minute mark above the target time, I may (at my discretion) have the speaker to stop speaking. (Doing so will allow other scheduled speakers to speak that day.) I will use the formal outline to grade content not presented.
Students with special needs: I will do my best to facilitate learning and enhance the educational experience for every student. In order to provide optimum assistance for a student with special needs,I will need to coordinate my efforts with those of the Learning Assistance Programs (651-2273). Please contact that office and share their recommendations with me. Online, they are at:
Final grades: Online reporting allows you to access your final, overall course grade immediately after I have calculated / reported it. Note: Use the table on page one to keep up with your own grade.
General expectations for performance in the course:
1) This course will require a lot of writing. The emphasis will be on quality, not quantity. Although an assignment may not require a lot of pages, it will require a lot of thought and careful attention to how it is written—including clarity, coherence of thought, structure, style, and so on.
I will always expect your best work, and it is in your interest (both in terms of grade and development) to put forth your best effort on any assignment.I will expect each submission to be the result of multiple drafts / revisions. I also will expect you to review my comments and apply them to your next endeavor. (See “Pointers for the Writer,” online.)
Regardless of how well you write, I will expect to see you improve as a writer. An ability to write well allows one to produce more effective messages as well as better analyze others’ messages—two of the major goals of this class.
You will read about and we will discuss writing, and I will coach you. You may also need to visit the WritingCenter in Kent Library (651-2159) for some one-on-one assistance.
2) I expect you to contribute to class discussion—helping raise our collective awareness & enhance our learning. One item on the Final Exam may be to identify a contribution you made.
3) I expect you to tune into the class and to avoid distracting others. In the interest of all, I will expect only limited (rather than extended) “private” conversations. No use of cell phone during class (e.g., no texting).
Supplies needed for the course:
You will need an SD (or SDHC) memory card with a minimum capacity of 2 GB. You will bring the card with you on the days you are scheduled to present your speeches, sowe can record your presentation. You will use the video recording to review and critique your own delivery, one of the written assignments in the course. SD (or SDHC) cards are widely available for around $10 for a 2 GB card. An adapter for your computer’s USB port is around $5 at Target and other retailers.
Descriptions of assignments: It is your responsibility to follow all directions.
The descriptions are meant to clarify and assist. If you have any questions, please ask.
One:Speech I: Quick Introduction/Tribute (See Tributes, pp. 442-43 in the text)
Craft a speech that introduces us to one of the most impressive individuals you have known—someone who has had an impact on you and the community through his or her example / actions. Your mission is to help us see what is “impressive” about her or him, as is done in the sample speeches posted on my Web pages. (Note: We’ll use the form on the last page of the syllabus, in class, to sketch out speech ideas.)
To write the speech, contemplate what is particularly “impressive” about the person. Then, on that basis, devise a theme/thesis and develop it with two or three main points that you can briefly elaborate upon. Each main point should state a point/main idea, each point should clearly develop the theme/thesis (overall idea), and each point should receive approximately the same amount of elaboration/development as the other points. (Note how this is done in the samples online, & consult the relevant evaluation form.)
Next, write a quick, catchy introduction and conclusion. Work especially hard on these, trying out several, creative ideas until you hit upon one that really works well.
After you’ve got a complete draft, look back over everything and rework it until it’s all working together and is smooth. Lay it aside for a day or so and come back to it to give it another going over. Read it aloud, as you do. Lay it aside again and come back to it again. After a few revision sessions you should be in pretty good shape.
To facilitate revision, copy and paste your thesis and points onto a separate page, so to bring them into full view. I refer to this “tool” as a “skeleton.” (See the sample skeleton on p. 10, below).
When you draft the formal outline for the speech, include everything you anticipate saying—using complete sentences and labeling all parts, just as is done in the samples. Anything less will be considered substandard work (i.e., less than a “C” performance).