Course Description CAS 100A (GWS) Effective Speech (3 units) Principles of communication, implemented through presentation of speeches, with some attention to group discussion and message evaluation. Course Objectives Throughout the semester, the lessons and learning activities are geared towards enabling students to:
1. show understanding of the value of effective speech communication in one’s personal, academic and professional goals;
2. Overcome or transform any fears, anxiety or nervousness in public speaking into a positive driving force geared towards achieving communication and leadership skills that are vital to one’s personal, academic and career goals;
3. Demonstrate fundamental skills in speech planning, researching, speech preparations and speech delivery;
4. Organize ideas clearly, logically, creatively, reflectively, and critically towards a purposeful and effective manner of speech presentation or delivery;
5. Use technology and other tools of communication effectively as aid in speech presentations;
6. Deliver informative, persuasive and other types of speeches with confidence, credibility, mastery , and naturalness in an ethical and convincing manner;
7. Observe, apply or practice the ethical requirement of citing sources orally in a speech.
8. Critically assess or evaluate speech message content and effectiveness of one’s own speech delivery or performance and that of others;
9. Execute communication, leadership, coaching, mentoring, team work, and collaboration skills; and,
10. Present, at the end of the course, the student’s overall learning achievements through an e-portfolio.
Overview Learning is not something that could be forced upon an individual. The individual must personally desire and endeavor to attain the desired objectives or learning outcomes of the course. A student’s positive attitude and perception can affect his or her ability to learn. If a student thinks positively and constructively about himself or herself, his or her peers, instructor, teacher, or professors and the lessons and assigned tasks, a student can have better learning accomplishments. Likewise, students’ attitudes also can affect the classroom climate. Positive student attitudes and perceptions, their respect, regard, and positive thinking about the class could have bearing on classroom climate and could influence the quality of students’ learning achievements. It is best that a student with any negative attitude and perceptions about anything in this class must drop the class on or before the early dropping period. Stay in this class if you can honestly guarantee that you are positive about this Instructor, the teaching approach, the course materials, course objectives, and the learning activities; and, that you are committed to make the most of your time to achieve the desired learning outcomes. That way, we can be more confident of a positive working and learning experience up to the end of the semester. If you have any doubts and negative perceptions or feelings, it may be best for you not to stay in this class.
Strategic Approach: Achieving Key PERFORMANCE Objectives
All learning activities and assignments (graded and non-graded) are geared towards helping you gain mastery and application of the concepts and principles of effective speech communication.
As part of the strategic plan of the course, you will be given thorough guidance, strategic learning opportunities, and preparation time for any of your speeches to deliver. Students’ full cooperation, good work ethics and leadership initiatives are important so that we can all successfully obtain the goals and objectives of this course.
You must take advantage of engaging in learning opportunities that will enable you to explore, know, understand, and apply concepts and principles in effective speech communication. If you stay in this course, you expected to engage in a variety of learning activities to ensure that you gain the necessary knowledge and skills in effective speech communication (i.e., collaborative or group learning, reflective, critical and creative thinking, reading, researching, writing, mini-speech exercises, impromptu speaking, discussions, formal speech delivery, and speech evaluations).
This is heavily learning and working output oriented course. You will not be required voluminous chapter readings but to learn well about the lessons, there are corresponding learning activities and work output for you to accomplish. All learning activities integrated in the lessons and discussions shall enable you to attain the key PERFORMANCE objectives and it is expected of you to:
Perform learning activities or tasks, assignments, and speeches on time (as per our
Scheduled Plan of Activities)
Execute effective communication, collaboration and/or leadership skills
Render well-thought out speeches, reflections, and work output
Fulfill the ethical requirements of public speaking (AVOID: plagiarism, ethnocentrism, egocentrism, and commission of fallacies)
Overcome undesirable communication habits; manage speech anxiety or fear or nervousness
Reflect well on the learning process and learning accomplishments and be able to present valuable learning output or accomplishment through an e-portfolio
Maintain positive attitude, practice positive core values, and philosophy in life and show appreciation of the value of lessons learned in this course to one’s personal, academic and professional goals.
Apply the principles and techniques of effective speech preparation and speech delivery as well as apply speech evaluation skills (being able to assess the effectiveness of one’s own speech delivery or performance and that of others)
Nurture and enrich communication potentials for personal, academic and career success
Communicate in a positive, ethical, respectful, and professional manner
Effectively use technology
Theoretical Foundation of the Teaching Approach
This course is grounded on five theoretical foundation to include: John Dewey’s principle of learning and doing, Ellen Langer’s principle of mindful learning, Robert Gagne’s instructional design model, Andragogical Theory (Adult Learning Theory), and the instructor’s own theoretical precept that Instruction = Communication (visit www.weebly.com for details).
Students shall be highly involved in exploring, discovering, learning and acquiring knowledge and understanding of the principles of effective speech communication through a variety of learning activities that will include: writing, researching, speaking exercises (impromptu or prepared), speech planning and outlining, speech preparations, among other things. In place of the traditional quizzes are non-traditional means of learning outcome assessments in the form of actual work output relevant to speech preparations and delivery. The monthly Reflective Journals and e-portfolio take the place of route memory quizzes and traditional examinations.
About Your Instructor I am committed to provide quality learning that will benefit you long after the semester is over and long after you have taken the course. This course has been planned from years of constant research and reflective evaluations on effective techniques in speech communication training and education. I am always happy to provide you guidance; and, to help you become successful in this course. Feel free to contact me anytime through e-mail ([email protected]), stating clearly and specifically the details of your concerns or questions. I am available Mondays, Wednesdays, and Fridays during students’ free hour (11:50am to 12:50pm). If you need to speak with me during this period, let me know ahead of time so I will make sure that we meet after my 11:50am class. Instructor’s Areas of Expertise: Some sense of racism or ethnocentricity and/or hasty judgment may lead to a notion that one is less qualified to teach. This is inevitable. Your lack of trust and regard to your Instructor’s teaching capabilities can affect your learning. It is good for you to know and understand a little bit of my background as it is also good for me to know a little about you. I was raised, educated, and trained from a social and cultural consciousness that strive for Universal and Global competencies. For more than 20 years, I have not only endeavored to know what to teach but I have also endeavored to KNOW how to teach. My teaching expertise is backed-up by more than 10 years of exposure, extensive training, education, and work experience in Communications, Research, Education and Training. If for any reasons you have doubts on my teaching expertise and qualifications, know that there are other Speech classes with highly qualified Professors on campus. Universal Consciousness NOT Religion: Being raised, educated, and trained with Universal and Global consciousness, I have strong respect and regard for all kinds of faith or religion and my efforts to promote ethics, positive values and philosophy in life must not be misconstrued or linked to a religion. Ethics, values and philosophy are Universal concepts and not boxed within the corner stone of just any one particular religion.
Learning Resources or Course Materials
There is no textbook required in this course and the lecture materials are accompanied with learning exercises so that you can mindfully engage yourself with the principles and concepts and gain in-depth understanding and opportunity to apply the lessons learned without you having to force yourself to memorize anything.
Technology Requirements
To prepare students well to the global work environment, this course endeavors to utilize the technology available for student use. If a student has no personal computer, he or she must make use of the campus library resources when accessing course materials, accomplishing and submitting assignments.
If you choose to be video recorded during your speech performances, and you desire to publish your videos as part of your own personal website creation, you will have to video record your speech performances using your own video camera or the video capabilities of your phone or ipad or notebook. Or, if you wish you instructor to video record your performances, you must ill-up a written request for your instructor to video record your speech performances and you must accompany this request with a memory stick or flash drive.
Some software essentials you will need to utilize include Word, PowerPoint, Movie Maker (could be downloaded for free so you can convert your speech videos into a movie file for online publication project, Adobe X Reader (which can be downloaded for free) for some course materials.
Reflective Journals In place of route memory quizzes and one big examination you do evaluative and creative reflections on your learning accomplishments. You are to write reflectively, and you make your assessments of your learning accomplishments, give your instructor feedback on the learning process, the course materials, and the course activities. You must use the Reflective Journal Writing Guide which comes as part of the course materials provided you in this course.
You may, however, decline to do these reflections and instead opt for quizzes and one big examination and you must express this choice in writing. As mentioned, instead of giving you the traditional periodic tests or quizzes where you are being tested of what you know from the lessons, you will be required.
Speech Delivery and Self-Evaluation Procedures
3. If you choose you do an in-depth self-evaluations of your speaking performances, you must either record yourself or request your instructor to video record you during your deliveries and you must provide your instructor a memory stick or flash drive along with this request.
If you are doing a self-evaluation you should review the recorded video of your speech performance, write your self-evaluation within 5 days after you have received a copy of your video-recorded speech.
Expect to receive your instructor’s feedback and the numerical evaluation for your performance within 3-5 days after you have submitted your self-evaluation.
4. If you opt not to do self-evaluations and reflections, you must take the routine quizzes and one big examination which will be administered when you come back from the one week Thanksgiving or Spring Break vacation.
5. Should you opt to build a digital portfolio and do self-evaluations and reflections of your learning accomplishments, you may also opt to take part in the teaching-learning documentation project where you share your own learning accomplishments with learners across the globe. This is a voluntary participation and you must fill-up a certificate or participation that includes a statement that your participation does in any way involve the University and that you shall not hold the University accountable for any violations of your student privacy. As part of this teaching-learning endeavor, your proof of learning need not be reflected through routine quizzes and one big examination for this course. Your evaluative and creative reflections shall be the basis of evaluating your learning accomplishments.
Course Policies
Attendance and Punctuality
Your attendance and active engagement in the learning process could ensure higher levels of learning on your part. Valuable ideas, learning contributions, learning engagement or participation shall also be rewarded with points each session. To record your daily attendance, we will have practical, engaging, and enriching learning exercises or activities every class session. The activity shall be done either at the beginning of our class or in the middle or prior to dismissal. The highest possible points you can earn each week of attendance and participation is 15 points, a total of 225 points for the semester.
Punctuality and regular attendance in class is part of developing and molding you to become responsible and disciplined individuals - ready to face the challenges of your dream career or profession. It is best to come on time or few minutes before the start of class.
Class Communication and Collaboration For purposes of documentation and proper archiving, all e-mails for you will be sent through Angel (copy furnish the PSU webmail). You must also communicate and send me e-mails through Angel (and as much as possible, cc my PSU webmail). We will use both Angel and PSU mail for class announcements, assignment submissions, grades, discussion forums and collaboration.
Late Assignment Policy To maintain academic standards and integrity, your prompt submission of assignments is highly encouraged. For each day of late submission, your assignment shall be subject to a 10% deduction from its actual score. A late assignment that is more than 5 days late can no longer be accepted. This policy also applies to non-compliance on the scheduled date of speech delivery, unless otherwise proven that your inability to fulfill the assigned task is due to reasonable grounds.
Cancellations, Delays of Classes on Inclement Weather Cancellation of classes or delays in case of due to weather conditions are announced through e-lion. In case of class delays, please, be guided by the following compressed schedule in e-lion.
Absence
If you are going to miss a class, and an assignment or work output is due on the day of absence submit the work on that day or if you could not due to uncontrollable circumstances, submit your work within a reasonable timeframe.
Accommodations
Students with certified disabilities may seek necessary instructional support for their disability as described by the American for Disabilities Act (ADA) and the Student Guide to University Policies and Rules. In order to receive any of these support services, students must submit documentation of their learning disability to Jacqueline Walters, Coordinator of Disability Services at Penn State Hazleton (e-mail: [email protected]; Phone: 570-450-3002). You must also submit a psycho-educational evaluation that meets Penn State’s criteria.
Academic Integrity Students must maintain academic integrity, excellent work ethics with a solid commitment to not to commit plagiarism and engage in the learning process and must adhere to the University’s academic integrity policy (see http://www.psu.edu/dept/oue/aappm/G-9.html). Any acts of dishonesty, falsification, misrepresentation, or deception, cheating, and plagiarism (i.e., submitting another persons’ work as one’s own, failure to cite sources in full or even just in part, tampering with the academic work of another student, facilitating other students’ acts of academic dishonesty) will not be tolerated and shall be subject to the University’s rules and procedures.
Positive Classroom Culture, Learning and Working Attitude
Everyone is expected to act in a pleasant and respectful manner, to observe academic integrity, to have respect for everyone’s dignity, rights, and property, and should help create and maintain a collaborative, cooperative, positive, supportive learning environment. Following Penn State’s policy on “Promoting a Vibrant Learning Culture” (http://www.psu.edu/oue/vibrant.html), this course has been designed to:
a) Encourage active student engagement in the learning process and promote discussion and expression of diverse opinions while maintaining an atmosphere of integrity, civility, and respect.
b) Maintain academic integrity, enthusiasm, positive and open communication, strong work ethic, and effective time management.
c) Empowerment through activities that provide opportunities for collaboration, leadership and continued learning progress and use technology tools effectively to achieve greater learning.
d) Nurture class culture and communication environment that set clear teaching and learning outcomes expectations and one that provides mutual support, empowerment, and encouragement in connecting learning success and accomplishment to real life situations and global working or employment environment.
Weekly Learning Activities
I. Getting Acquainted, Some Fundamental Concepts in Public Speaking (Week 1-2)
A. Course Overview, Review and Approval of the Course Syllabus
B. Learning Techniques for Success in this Course and Documenting Your Learning Accomplishments
C. The Communication Dynamics: Speaking and Listening Skills
D. Communication Ethics, Personal Values and Philosophy
E. Discovering the U in YOU and in CommUnication
F. Understanding and Overcoming Fears or Anxiety in Public Speaking
G. Overview on the Different Types of Speeches
II. The Fundamentals of Speech Preparation (Week 3)
-This week, we begins with your step-by-step preparations for your speeches to be delivered-
A. Dealing with an Assigned Topic and Selecting a Topic
B. Developing Your Central Idea or Thesis and Identifying Main Points for your Speech
C. Audience Analysis: Your Target or Captured Audience
D. Researching, Selecting Credible Sources, Selecting the Most Relevant Supporting Data or Information
III. Organizing Techniques (Weeks 4)
A. Outlining Your Speech Ideas, The IBC Method and AIDA Technique
- Supporting Your Speech Ideas (Main Points, Arguments, Claims or Proposition), Citing Sources Properly within your speech, Avoiding Fallacies and Plagiarism: Two Major Reasons We must Cite Sources
B. Choosing Appropriate Visual Aids: Poster, Board Drawings, and other non-technology visual aids
- Multi-Media: (i.e., PowerPoint, Adobe, Prezi)
IV. Delivery Techniques (Weeks 5)
A. Delivery with Mastery and Naturalness versus Memorized or Rehearsed Speech
B. The ABC (Accuracy, Brevity, Clarity) and the Golden Rule
C. Language and Paralanguage, Voice and Body Language Techniques: Draw Power and Energy from the Forces within YOU for a natural and masterful way of delivering speeches (not appearing to have simply memorized or overly rehearsed) REFLECTIVE JOURNAL 1
V. Speaking Exercises and Application of Principles and Speech Strategies Learned
- Weeks 6, 7 Special Occasion Speeches
- Weeks 8, 9, 10 Informative Speech Delivery, REFLECTIVE JOURNAL 2 (Week 10)
- Weeks 11, 12, 13 Persuasive Speech Deliveries and Speech Evaluations
- Week 14 – Exam for students who opted for it, presentation of accomplishments for others
- Week 15 – presentation of final reflections AND PERFORMANCE RECOGNITION
PERFORMANCE Grading
Categories Based on Course Requirements
Points
Weight by %
Quality of Learning Engagement or Participation to include: Punctuality, Regular Attendance, Active Participation in classroom activities, learning exercises, and discussions. (5 highest points possible for each presence and active participation each session X 3 sessions each week X 15 weeks). Tardiness and habitual absence can affect your grades.
225
22.5%
Reflective Journals (3 RJs X 30 points each)
90
9%
Informative Speech: 175(highest possible points for Speech Delivery and 25 highest possible points for Self-Evaluation .
200
20%
Persuasive Speech: 175 highest points for Speech Delivery and 25 highest possible points for Self-Evaluation.
200
20%
Special Occasion Speeches: Speech to Introduce; Impromptu Speaking; Interpretative Reading; Narrative Speech; Team Presentations; etc.
175
17.5%
Achievements of key PERFORMANCE Objectives
[This is a qualitative assessment of your learning achievements and will be based on your documented work output in class. If you opt not to document your various speaking performances, and have opted show proof your learning accomplishments through quizzes and one big examination this 110 points shall be based on the result of your written quizzes and exam.
110
11%
Total
1,000
100%
Letter Grade Equivalents A
95-100
B+
89-87
C+
79-77
A-
94-90
B
86-84
C
76-70
F
>59
B-
83-80
D
69-60
Syllabus subject to change Changes to the course syllabus, class policies and schedule of class activities may be made as deemed necessary and upon approval of the majority of the class members. Remaining in this course shall signify that you accept the course requirements and policies stated in the course syllabus.
1. show understanding of the value of effective speech communication in one’s personal, academic and professional goals;
2. Overcome or transform any fears, anxiety or nervousness in public speaking into a positive driving force geared towards achieving communication and leadership skills that are vital to one’s personal, academic and career goals;
3. Demonstrate fundamental skills in speech planning, researching, speech preparations and speech delivery;
4. Organize ideas clearly, logically, creatively, reflectively, and critically towards a purposeful and effective manner of speech presentation or delivery;
5. Use technology and other tools of communication effectively as aid in speech presentations;
6. Deliver informative, persuasive and other types of speeches with confidence, credibility, mastery , and naturalness in an ethical and convincing manner;
7. Observe, apply or practice the ethical requirement of citing sources orally in a speech.
8. Critically assess or evaluate speech message content and effectiveness of one’s own speech delivery or performance and that of others;
9. Execute communication, leadership, coaching, mentoring, team work, and collaboration skills; and,
10. Present, at the end of the course, the student’s overall learning achievements through an e-portfolio.
Overview Learning is not something that could be forced upon an individual. The individual must personally desire and endeavor to attain the desired objectives or learning outcomes of the course. A student’s positive attitude and perception can affect his or her ability to learn. If a student thinks positively and constructively about himself or herself, his or her peers, instructor, teacher, or professors and the lessons and assigned tasks, a student can have better learning accomplishments. Likewise, students’ attitudes also can affect the classroom climate. Positive student attitudes and perceptions, their respect, regard, and positive thinking about the class could have bearing on classroom climate and could influence the quality of students’ learning achievements. It is best that a student with any negative attitude and perceptions about anything in this class must drop the class on or before the early dropping period. Stay in this class if you can honestly guarantee that you are positive about this Instructor, the teaching approach, the course materials, course objectives, and the learning activities; and, that you are committed to make the most of your time to achieve the desired learning outcomes. That way, we can be more confident of a positive working and learning experience up to the end of the semester. If you have any doubts and negative perceptions or feelings, it may be best for you not to stay in this class.
Strategic Approach: Achieving Key PERFORMANCE Objectives
All learning activities and assignments (graded and non-graded) are geared towards helping you gain mastery and application of the concepts and principles of effective speech communication.
As part of the strategic plan of the course, you will be given thorough guidance, strategic learning opportunities, and preparation time for any of your speeches to deliver. Students’ full cooperation, good work ethics and leadership initiatives are important so that we can all successfully obtain the goals and objectives of this course.
You must take advantage of engaging in learning opportunities that will enable you to explore, know, understand, and apply concepts and principles in effective speech communication. If you stay in this course, you expected to engage in a variety of learning activities to ensure that you gain the necessary knowledge and skills in effective speech communication (i.e., collaborative or group learning, reflective, critical and creative thinking, reading, researching, writing, mini-speech exercises, impromptu speaking, discussions, formal speech delivery, and speech evaluations).
This is heavily learning and working output oriented course. You will not be required voluminous chapter readings but to learn well about the lessons, there are corresponding learning activities and work output for you to accomplish. All learning activities integrated in the lessons and discussions shall enable you to attain the key PERFORMANCE objectives and it is expected of you to:
Perform learning activities or tasks, assignments, and speeches on time (as per our
Scheduled Plan of Activities)
Execute effective communication, collaboration and/or leadership skills
Render well-thought out speeches, reflections, and work output
Fulfill the ethical requirements of public speaking (AVOID: plagiarism, ethnocentrism, egocentrism, and commission of fallacies)
Overcome undesirable communication habits; manage speech anxiety or fear or nervousness
Reflect well on the learning process and learning accomplishments and be able to present valuable learning output or accomplishment through an e-portfolio
Maintain positive attitude, practice positive core values, and philosophy in life and show appreciation of the value of lessons learned in this course to one’s personal, academic and professional goals.
Apply the principles and techniques of effective speech preparation and speech delivery as well as apply speech evaluation skills (being able to assess the effectiveness of one’s own speech delivery or performance and that of others)
Nurture and enrich communication potentials for personal, academic and career success
Communicate in a positive, ethical, respectful, and professional manner
Effectively use technology
Theoretical Foundation of the Teaching Approach
This course is grounded on five theoretical foundation to include: John Dewey’s principle of learning and doing, Ellen Langer’s principle of mindful learning, Robert Gagne’s instructional design model, Andragogical Theory (Adult Learning Theory), and the instructor’s own theoretical precept that Instruction = Communication (visit www.weebly.com for details).
Students shall be highly involved in exploring, discovering, learning and acquiring knowledge and understanding of the principles of effective speech communication through a variety of learning activities that will include: writing, researching, speaking exercises (impromptu or prepared), speech planning and outlining, speech preparations, among other things. In place of the traditional quizzes are non-traditional means of learning outcome assessments in the form of actual work output relevant to speech preparations and delivery. The monthly Reflective Journals and e-portfolio take the place of route memory quizzes and traditional examinations.
About Your Instructor I am committed to provide quality learning that will benefit you long after the semester is over and long after you have taken the course. This course has been planned from years of constant research and reflective evaluations on effective techniques in speech communication training and education. I am always happy to provide you guidance; and, to help you become successful in this course. Feel free to contact me anytime through e-mail ([email protected]), stating clearly and specifically the details of your concerns or questions. I am available Mondays, Wednesdays, and Fridays during students’ free hour (11:50am to 12:50pm). If you need to speak with me during this period, let me know ahead of time so I will make sure that we meet after my 11:50am class. Instructor’s Areas of Expertise: Some sense of racism or ethnocentricity and/or hasty judgment may lead to a notion that one is less qualified to teach. This is inevitable. Your lack of trust and regard to your Instructor’s teaching capabilities can affect your learning. It is good for you to know and understand a little bit of my background as it is also good for me to know a little about you. I was raised, educated, and trained from a social and cultural consciousness that strive for Universal and Global competencies. For more than 20 years, I have not only endeavored to know what to teach but I have also endeavored to KNOW how to teach. My teaching expertise is backed-up by more than 10 years of exposure, extensive training, education, and work experience in Communications, Research, Education and Training. If for any reasons you have doubts on my teaching expertise and qualifications, know that there are other Speech classes with highly qualified Professors on campus. Universal Consciousness NOT Religion: Being raised, educated, and trained with Universal and Global consciousness, I have strong respect and regard for all kinds of faith or religion and my efforts to promote ethics, positive values and philosophy in life must not be misconstrued or linked to a religion. Ethics, values and philosophy are Universal concepts and not boxed within the corner stone of just any one particular religion.
Learning Resources or Course Materials
There is no textbook required in this course and the lecture materials are accompanied with learning exercises so that you can mindfully engage yourself with the principles and concepts and gain in-depth understanding and opportunity to apply the lessons learned without you having to force yourself to memorize anything.
Technology Requirements
To prepare students well to the global work environment, this course endeavors to utilize the technology available for student use. If a student has no personal computer, he or she must make use of the campus library resources when accessing course materials, accomplishing and submitting assignments.
If you choose to be video recorded during your speech performances, and you desire to publish your videos as part of your own personal website creation, you will have to video record your speech performances using your own video camera or the video capabilities of your phone or ipad or notebook. Or, if you wish you instructor to video record your performances, you must ill-up a written request for your instructor to video record your speech performances and you must accompany this request with a memory stick or flash drive.
Some software essentials you will need to utilize include Word, PowerPoint, Movie Maker (could be downloaded for free so you can convert your speech videos into a movie file for online publication project, Adobe X Reader (which can be downloaded for free) for some course materials.
Reflective Journals In place of route memory quizzes and one big examination you do evaluative and creative reflections on your learning accomplishments. You are to write reflectively, and you make your assessments of your learning accomplishments, give your instructor feedback on the learning process, the course materials, and the course activities. You must use the Reflective Journal Writing Guide which comes as part of the course materials provided you in this course.
You may, however, decline to do these reflections and instead opt for quizzes and one big examination and you must express this choice in writing. As mentioned, instead of giving you the traditional periodic tests or quizzes where you are being tested of what you know from the lessons, you will be required.
Speech Delivery and Self-Evaluation Procedures
- For your speech planning and preparation, you must be able to strategically utilize class and out-of-class time as well as utilize all speech preparation guides and lessons provided in this course for you to prepare and deliver good and web publishable speeches (informative, persuasive, other special occasion speeches).
3. If you choose you do an in-depth self-evaluations of your speaking performances, you must either record yourself or request your instructor to video record you during your deliveries and you must provide your instructor a memory stick or flash drive along with this request.
If you are doing a self-evaluation you should review the recorded video of your speech performance, write your self-evaluation within 5 days after you have received a copy of your video-recorded speech.
Expect to receive your instructor’s feedback and the numerical evaluation for your performance within 3-5 days after you have submitted your self-evaluation.
4. If you opt not to do self-evaluations and reflections, you must take the routine quizzes and one big examination which will be administered when you come back from the one week Thanksgiving or Spring Break vacation.
5. Should you opt to build a digital portfolio and do self-evaluations and reflections of your learning accomplishments, you may also opt to take part in the teaching-learning documentation project where you share your own learning accomplishments with learners across the globe. This is a voluntary participation and you must fill-up a certificate or participation that includes a statement that your participation does in any way involve the University and that you shall not hold the University accountable for any violations of your student privacy. As part of this teaching-learning endeavor, your proof of learning need not be reflected through routine quizzes and one big examination for this course. Your evaluative and creative reflections shall be the basis of evaluating your learning accomplishments.
Course Policies
Attendance and Punctuality
Your attendance and active engagement in the learning process could ensure higher levels of learning on your part. Valuable ideas, learning contributions, learning engagement or participation shall also be rewarded with points each session. To record your daily attendance, we will have practical, engaging, and enriching learning exercises or activities every class session. The activity shall be done either at the beginning of our class or in the middle or prior to dismissal. The highest possible points you can earn each week of attendance and participation is 15 points, a total of 225 points for the semester.
Punctuality and regular attendance in class is part of developing and molding you to become responsible and disciplined individuals - ready to face the challenges of your dream career or profession. It is best to come on time or few minutes before the start of class.
Class Communication and Collaboration For purposes of documentation and proper archiving, all e-mails for you will be sent through Angel (copy furnish the PSU webmail). You must also communicate and send me e-mails through Angel (and as much as possible, cc my PSU webmail). We will use both Angel and PSU mail for class announcements, assignment submissions, grades, discussion forums and collaboration.
Late Assignment Policy To maintain academic standards and integrity, your prompt submission of assignments is highly encouraged. For each day of late submission, your assignment shall be subject to a 10% deduction from its actual score. A late assignment that is more than 5 days late can no longer be accepted. This policy also applies to non-compliance on the scheduled date of speech delivery, unless otherwise proven that your inability to fulfill the assigned task is due to reasonable grounds.
Cancellations, Delays of Classes on Inclement Weather Cancellation of classes or delays in case of due to weather conditions are announced through e-lion. In case of class delays, please, be guided by the following compressed schedule in e-lion.
Absence
If you are going to miss a class, and an assignment or work output is due on the day of absence submit the work on that day or if you could not due to uncontrollable circumstances, submit your work within a reasonable timeframe.
Accommodations
Students with certified disabilities may seek necessary instructional support for their disability as described by the American for Disabilities Act (ADA) and the Student Guide to University Policies and Rules. In order to receive any of these support services, students must submit documentation of their learning disability to Jacqueline Walters, Coordinator of Disability Services at Penn State Hazleton (e-mail: [email protected]; Phone: 570-450-3002). You must also submit a psycho-educational evaluation that meets Penn State’s criteria.
Academic Integrity Students must maintain academic integrity, excellent work ethics with a solid commitment to not to commit plagiarism and engage in the learning process and must adhere to the University’s academic integrity policy (see http://www.psu.edu/dept/oue/aappm/G-9.html). Any acts of dishonesty, falsification, misrepresentation, or deception, cheating, and plagiarism (i.e., submitting another persons’ work as one’s own, failure to cite sources in full or even just in part, tampering with the academic work of another student, facilitating other students’ acts of academic dishonesty) will not be tolerated and shall be subject to the University’s rules and procedures.
Positive Classroom Culture, Learning and Working Attitude
Everyone is expected to act in a pleasant and respectful manner, to observe academic integrity, to have respect for everyone’s dignity, rights, and property, and should help create and maintain a collaborative, cooperative, positive, supportive learning environment. Following Penn State’s policy on “Promoting a Vibrant Learning Culture” (http://www.psu.edu/oue/vibrant.html), this course has been designed to:
a) Encourage active student engagement in the learning process and promote discussion and expression of diverse opinions while maintaining an atmosphere of integrity, civility, and respect.
b) Maintain academic integrity, enthusiasm, positive and open communication, strong work ethic, and effective time management.
c) Empowerment through activities that provide opportunities for collaboration, leadership and continued learning progress and use technology tools effectively to achieve greater learning.
d) Nurture class culture and communication environment that set clear teaching and learning outcomes expectations and one that provides mutual support, empowerment, and encouragement in connecting learning success and accomplishment to real life situations and global working or employment environment.
Weekly Learning Activities
I. Getting Acquainted, Some Fundamental Concepts in Public Speaking (Week 1-2)
A. Course Overview, Review and Approval of the Course Syllabus
B. Learning Techniques for Success in this Course and Documenting Your Learning Accomplishments
C. The Communication Dynamics: Speaking and Listening Skills
D. Communication Ethics, Personal Values and Philosophy
E. Discovering the U in YOU and in CommUnication
F. Understanding and Overcoming Fears or Anxiety in Public Speaking
G. Overview on the Different Types of Speeches
II. The Fundamentals of Speech Preparation (Week 3)
-This week, we begins with your step-by-step preparations for your speeches to be delivered-
A. Dealing with an Assigned Topic and Selecting a Topic
B. Developing Your Central Idea or Thesis and Identifying Main Points for your Speech
C. Audience Analysis: Your Target or Captured Audience
D. Researching, Selecting Credible Sources, Selecting the Most Relevant Supporting Data or Information
III. Organizing Techniques (Weeks 4)
A. Outlining Your Speech Ideas, The IBC Method and AIDA Technique
- Supporting Your Speech Ideas (Main Points, Arguments, Claims or Proposition), Citing Sources Properly within your speech, Avoiding Fallacies and Plagiarism: Two Major Reasons We must Cite Sources
B. Choosing Appropriate Visual Aids: Poster, Board Drawings, and other non-technology visual aids
- Multi-Media: (i.e., PowerPoint, Adobe, Prezi)
IV. Delivery Techniques (Weeks 5)
A. Delivery with Mastery and Naturalness versus Memorized or Rehearsed Speech
B. The ABC (Accuracy, Brevity, Clarity) and the Golden Rule
C. Language and Paralanguage, Voice and Body Language Techniques: Draw Power and Energy from the Forces within YOU for a natural and masterful way of delivering speeches (not appearing to have simply memorized or overly rehearsed) REFLECTIVE JOURNAL 1
V. Speaking Exercises and Application of Principles and Speech Strategies Learned
- Weeks 6, 7 Special Occasion Speeches
- Weeks 8, 9, 10 Informative Speech Delivery, REFLECTIVE JOURNAL 2 (Week 10)
- Weeks 11, 12, 13 Persuasive Speech Deliveries and Speech Evaluations
- Week 14 – Exam for students who opted for it, presentation of accomplishments for others
- Week 15 – presentation of final reflections AND PERFORMANCE RECOGNITION
PERFORMANCE Grading
Categories Based on Course Requirements
Points
Weight by %
Quality of Learning Engagement or Participation to include: Punctuality, Regular Attendance, Active Participation in classroom activities, learning exercises, and discussions. (5 highest points possible for each presence and active participation each session X 3 sessions each week X 15 weeks). Tardiness and habitual absence can affect your grades.
225
22.5%
Reflective Journals (3 RJs X 30 points each)
90
9%
Informative Speech: 175(highest possible points for Speech Delivery and 25 highest possible points for Self-Evaluation .
200
20%
Persuasive Speech: 175 highest points for Speech Delivery and 25 highest possible points for Self-Evaluation.
200
20%
Special Occasion Speeches: Speech to Introduce; Impromptu Speaking; Interpretative Reading; Narrative Speech; Team Presentations; etc.
175
17.5%
Achievements of key PERFORMANCE Objectives
[This is a qualitative assessment of your learning achievements and will be based on your documented work output in class. If you opt not to document your various speaking performances, and have opted show proof your learning accomplishments through quizzes and one big examination this 110 points shall be based on the result of your written quizzes and exam.
110
11%
Total
1,000
100%
Letter Grade Equivalents A
95-100
B+
89-87
C+
79-77
A-
94-90
B
86-84
C
76-70
F
>59
B-
83-80
D
69-60
Syllabus subject to change Changes to the course syllabus, class policies and schedule of class activities may be made as deemed necessary and upon approval of the majority of the class members. Remaining in this course shall signify that you accept the course requirements and policies stated in the course syllabus.