Final Update

For my 9:30 class--as you might have heard, the University has postponed all exams before 1 p.m. on Thursday until Friday. I'll be on the road Friday, so I've come up with a few ideas.

First, if you can take the optional exam at 1 p.m. on Thursday then meet me in the classroom. I'll be giving the exam to my 3:30 class at that time, and we'll have plenty of empty chairs.

After the exam (3 p.m.) I'll be in the Noel Studio until 5 or 6. Email me if you'd like to set something up sometime from 3 p.m. till 6 p.m.

If the above two options don't work for you, email me by Thursday afternoon, or I'll assume you don't want to take the optional final. I'm turning in grades on Thursday night.

Also, don't forget to get the class evaluation to me on Thursday. If you can't get to the University, feel free to email it to me.

Stay warm. Hopefully the University won't close tomorrow!

Let me know if you have any questions.

Shawn

Optional final

If you turned in your class reflection, I've got your final grade for this class calculated. Email me if you'd like to know your grade for this class.

Our optional final will be held in the classroom on Thursday, December 16. The 9:30 class exam will be held from 8 to 10 a.m. The 3:30 class exam will be held from 1 to 3 p.m.

The exam will consist of 50 multiple choice questions based on your reading from the class textbook. Each question is worth an extra point on your final grade.

Study hard, stay focused, get plenty of rest, eat good food, take deep breaths, and enjoy finals week!

Final Presentations!

We'll be watching your group's final presentation on Thursday. Get us interested and engaged in your topic. Your audience will be grading your speeches, and your group will evaluate your participation in the community outreach project.

I'll also be picking up your Speech Reflection for your persuasive speech you gave a few weeks ago--it's a one page reflection using the questions I posted earlier on this blog for your informative speech; scroll down if you need a refresher. 

You will also need to turn in your Class Reflection before your OPTIONAL exam next Thursday. The earlier you turn these in the better. Your Class Reflection should be one page long and should answer the following questions:
- How did you feel about giving a public speech when you first came to this class?
- How did your experiences here change or re-enforced your feelings about public speaking?
- How did the structure of the class change the way you prepare for and deliver a speech?
- What can I do to strengthen the class next semester?

I'm looking forward to seeing your presentations on Thursday! You all have been a great class.

Thanks,

Shawn

Community Outreach!

Get out there and make a difference in the Campus and the World. I hope your community outreaches are fun, engaging, and revealing. Record your experiences through video, photographs, drawings, poetry, music, dance, theatrics, song ... any genre you feel is fitting to share with the class.

Here's the schedule:
- Thursday, December 2: No class. Use the time to do the outreach
- Tuesday, December 7: Meet in class to work on the presentation
- Thursday, December 9: Present your community outreach to the class

Your community outreach project and presentation is worth 50 points: 25 points will be based on your group feedback of your work and another 25 points will be based on how engaged the audience feels with your presentation. You'll have 8 to 12 minutes to entertain, engage, and enlighten us.

Remember to turn in your (one page) self reflective analysis on your persuasive speech before the last day of class. (Scroll down to see the criteria used in the last reflective analysis and use this as a frame work.) All late speeches, papers, and outlines must be turned in before December 9 to be considered for credit.

The optional final will be given on these days/times:
- 9:30 a.m. class - Thursday, December 16, 8-10 a.m.
- 3:30 p.m. class - Thursday, December 16, 1-3 p.m.

Enjoy your community outreach. We should have some great weather.

Have a Safe and Happy Thanksgiving

Here are the groups we'll be forming on Tuesday, November 30. Remember to bring your thumbdrives (memory sticks), so you can download your speech and write your self-reflective analysis of your speech.

The Groups Are:

9:30 class
Megan’s Group: Cards for Kids with Cancer (Megan, Kaitlin, Kassie, Chelsea, Ashley)
Jackie’s Group: Free Rice promotion and play (Hannah, William, Aaron, David)
Jacquelyn’s Group: WOC depression awareness (Sarah, Brianna, Steven, Heather)
Anna’s Group: Balloon Release w positive messages (Kaitlin, Joshlyn, Danielle)
Rebekah’s Group: Fight Breast Cancer fundraiser (Sophie, Linzy , Emily)

3:30 class
Marshal’s Group: Fundraising for Children’s Miracle Network (Kenzie, Maddie, Kandyce, Hank)
Brittany’s G’s Group: Stop Wasting Food (Ansley, Savannah, Courtney, Janessa)
Tyler’s Group: HIV Awareness (Kelsey, Nate, Katlyn)
Sarah’s Group: Prayer Walk (Rachel, Jennifer)
Emily’s Group: Litter removal and awareness (Julie, Katherine, Brittany N., Collin, Sam, Reanna)

Let me know if you have any questions. See you Tuesday!

Until Thanksgiving Break

We'll be presenting in class on Tuesday, Nov 16; Thursday, November 18; and Tuesday, November 23.

Listen closely to each presenter.

On Tuesday, November 23 we'll be forming groups. You will submit to me a list of your top 5 groups. I will form the groups and post them on the blog over the Thanksgiving Holiday.

If you are unable to present on the day you signed up for, be prepared to present at every class period from now on. We'll try to fit you in.

Thursday (November 11)

Bring in your completed outline to class. I'll be picking it up. We'll also be discussing visual presentation aids, so feel free to bring in your laptop or printed slides to share.

Thursday (Nov 4) and Tuesday (Nov9)

I've looked over some of your rough drafts, and I think many of you are well on your way to present a fantastic persuasive speech on November 16-23. You'll have some great projects to choose from when these speeches are over!

NO CLASS ON THURSDAY - BUT ASSIGNMENT IS DUE VIA EMAIL

On Thursday, I'll be traveling and attending sessions at the SAMLA conference in Atlanta, and I'll be giving my presentation on Friday. What I want to see from you on Thursday is an email listing out your five sources. PLEASE put your sources in your email and not as an attachment.

I want two academic sources that come from our library. I really want you to get in there and explore. I love libraries, and the people there are very nice. The other three sources can come from anyone/place you find helpful and credible. Remember, interviews are a source.

If you attend my 9:30 class, you have till 3 p.m. on Thursday (November 4) to email those sources to me. If you attend my 3:30 class, you have till 5 p.m. on Thursday (November 4).

On Tuesday (November 9), I'll be expecting you to bring two copies of your draft outline. One draft you turn into me, the other draft your tribe will comment on. You need to have your sources integrated into the outline. You also need to read Chapters 17 and 18 before Tuesday's class.

Let me know if you have any questions. My email is shawn.apostel (at) eku.edu. Have a wonderful and productive week.

Pecha Kucha and other assignments due on Tuesday

I had a great time meeting with you all individually this week. You have some great presentation and project ideas!

For Tuesday's class, remember to bring in your updated outline for your informative speech. This is optional, but I will only take the revised version on Tuesday.

Also, be sure to bring in two copies of your persuasive presentation rough draft. Remember to show me that you have a great start on the presentation. You may want to use this assignment to get a good working draft of your outline. Have some questions ready for your tribe. This is a great time to get some feedback on your idea before you get too far into your topic.

I know a lot of you are concerned about your time. Watch this video and see how one person attempts a Pecha Kucha:



See you Tuesday.

Individual Meetings with Me

We will not be meeting the next two class periods (Tuesday, Oct 26 and Thursday, Oct 28), but you'll be meeting with me individually that week in my office at the Noel Studio. (If you forgot the day/time, I've taped a copy of the sign in sheet on the glass wall next to my door in the studio.)

Be sure to bring your self evaluation paper to that meeting. (I'll post the assignment below.) I also want to discuss your persuasive speech with you during that time, so have a good idea of what you'd like to do when you meet with me.

You may also want to begin collecting sources and writing a rough draft of your speech during this time.

See you during our meeting!

Public Speaking: Self evaluation

Write a 300 to 500 word (typed) analysis of your informative speech. You can answer each question as a different paragraph or integrate all the questions into an essay format, but make sure I can tell where these questions are being answered.

Answer the following questions:
1. What was the goal of your informative speech?
2. How much time and effort were you able to put into this project, and do you feel it was adequate?
3. What do you think your strengths and weaknesses were? (You may consider your topic, your visuals/body language, and your presentation style.)
4. If you had to give the speech again, how could you improve it?
5. What is something you learned from this experience about your presentation style and speech writing abilities?
6. How will you apply what you’ve learned into your persuasive presentation?

These self evaluations are due at your individual meeting time with me during Week 10, Oct 25-28.

Thursday's Class: Overview of Self-Evaluation and Persuasive Presentation

We have a few house-keeping items to discuss during Thursday's class. First will be a discussion of expectations for the self-evaluation portion of your informative speech. Second will be a discussion of the next assignment: the persuasive speech. We will talk about how the process will work and go over the expectations for that assignment.

Also, watch Duarte Design's Five Rules for Presentations by Nancy Duarte before class on Thursday, October 21.

Have the best Wednesday ever. And if you want to have fun and eat free popcorn, cotton candy, and pizza, come to the Noel Studio for the Carnival of Creativity from 11 a.m. to 2 p.m.

Start thinking about your persuasive speeches

Looks like we'll be finishing up presentations on Tuesday. Be sure to have your outline turned in and a thumb-drive/memory stick. We'll also discuss the reflective essay if we have time.

This weekend read chapters 15 and 16 in your book. Also watch this Ted Talk:



If this presentation took place in our class for a persuasive speech a good ending would be to call on the audience to join her as she shared her hope with the homeless in Lexington. She could explain how this might be accomplished on a Saturday and explain what team members would be asked to do to help make her hope a reality. You could decide not to join that group or decide if this group would be your first, second, or third choice.

Start thinking about ideas today. Shoot me an email if you want to run something by me.

Have a great weekend!

Have a great Fall Break!

Be safe and have fun, but remember to read Chapters 13 and 14 in your text book. On Thursday we'll have more presentations.

Watch this video: http://www.homestarrunner.com/sbemail205.html

Enjoy Fall Break!

Thursday will be more presentations

Bring some paper and a pen to take notes as your fellow classmates give their presentations. Remember, you are responsible for letting me know how speakers adapt their message to you (the audience). I am also in getting your input (from 1 to 10) on how well you think the speakers do. (10 is the best.)

In the process, write down what you feel each speaker does well and what the speaker could have done better. This will help me see that your 1-10 score is relevant.

Once we are done with these presentations, we'll talk about what I'll need from you regarding your self evaluation.

If you'd like to play a little, check out manyeyes. This website allows you to create some cool visualizations of data. Sure beats pie charts and bar graphs.

Have a wonderful Wednesday!

On Tuesday we present our informative speeches

Use class time on Thursday to meet with your tribes and go over your presentations. I'd like you to actually give your speech so that you can get the best feedback possible.

In class we discussed a few things that I'll be evaluating as you give your speeches. This includes your outline drafts and final (25 points); your speech, including time, appropriate topic, adaptation to the audience, research conducted, and variety of quality support (50); and a one page self evaluation of your speech, which you will write after watching your speech on video (10 points).

Email me if you have any questions, or you may consult your tribes. Instead of a Ted Talk this weekend (there is no reading by the way), you can play this game if you'd like: http://www.poddesign.com/history/quest/final/

As you play, think about how this video game informs you about expeditions. Consider the way human life is represented. See if you can complete the mission.

Outline for Informative Speech Due on Tuesday

In addition to turning in your complete outline of your informative speech, read Chapters 10, 11, and 12 in your book. Use Chapter 11 as a guide for your outline.

On Monday, September 27 at 2-3 p.m. I'll be giving my presentation on "Confronting Speech Anxiety" in the Discovery Classroom at the Noel Studio in the Library. I'd love to see you there if you are free, and I'll upgrade one of your lowest daily scores as a bonus.

One more thing, watch this Ted Talk before Tuesday's class. It's short and fun:



Enjoy! Have a great weekend. See you Tuesday and hopefully Monday as well.

Outline for Informative Speech

For Thursday's class, have a rough draft of your outline ready for comments. Remember, our informative speech will be 6 minutes long. Look at chapter 11 in our book for some ideas on how a formal outline should look.

Also, I'd like you to begin researching your topic by viewing a ted talk or a youtube video that offers information about your topic. Since we are still forming ideas, I hope these videos will encourage you to dig deeper and be creative with your presentations.

Shoot me an email if you have any questions.

What's your topic going to be?

Now that we've told the class our easy way to make the world a better place, I'd like you to begin writing down some ideas for your informative speech. Like I said before, think about something you are interested in; what do you want to know more about? Here's a Ted Talk I found inspiring:



Notice how William gave us a narrative. He explained his life, told us about a conflict that arose, and led us through the process in which he found the information he was looking for and implemented it to save his family.

For Tuesday's class, have some ideas for your next speech written down. We're going to share our ideas with the class. You'll also need to read chapters 8 and 9 and watch the video above. Let me know if you have any questions.

Have a great weekend!

Come up with a Topic; watch a Ted Talk

For our next speech, we'll be focusing on gathering and presenting information to the class. The key to this project is to find a topic that you are really interested in. What do you want to know more about? What keeps you up at night? What do you enjoy playing, reading, practicing? What would you like to accomplish? Don't be afraid to come up with a crazy idea. We can talk about it.

If you haven't set up your myspeechlab.com, do it now. Bring a thumb drive/memory stick to class so you can copy your speech and upload it to media share. 

In addition to coming up with some topic ideas, watch a Ted Talk. Any Ted Talk we haven't seen yet. Watch a Ted Talk  now. Watch a few if you want.

This is the Ted Talk I chose to watch this week:

Rachel Sussman's Ted Talk for Tuesday, September 14

I really enjoyed hearing your speeches today and look forward to hearing more on Tuesday. Remember to bring in a thumb drive of some kind to get your video. Post your video on myspeechlab's media share site. Some of you still need to get into that site. You should also watch the video below and read Chapters 5, 6, and 7.

Presenting your project to the class

In addition to watching Ken's video (see below), we'll begin the process of presenting our projects to the class. We've agreed to a 2-5 minute time frame. Here's an outline idea:

1. Audience: Tell us a personal story that will lead us to your idea of "an easy way to make the world a better place." Get our attention. Let us know why this is important to you.
2. Purpose: Tell us about your project. What did you do to get the word out?
3. Context: Tell us how this project was implemented as a college student with a busy schedule. How did you share your idea with other busy people? Why did you think this project would work? Did it work? It's okay if it didn't.
4. Close: Inspire us to make the world a better place.

We'll be grading the presentations together. Here are some things we agreed to look for:

1. Creativity: uniqueness of project or presentation or both
2. Clarity: presentation easy to follow and understand
3. Presence: body language and oral ability
4. Engagement: holding our attention and interest
5. Visuals: visibility and quality
6. Quality of feedback: listening to other presenters and comments

Sound good?

Ken's Ted Talk: Watch for Thursday, September 9, 2010

Jamie's Ted Talk: Watch for Tuesday's Class (Sept 7)

Presenting your project idea to the class

In addition to watching the video on Happy Design (see below), I want you to be prepared to share your project idea with the class. It would probably be helpful to have some visual of your draft if possible. But most importantly, I want you to explain your project and its intended affect with the class.

You do not have to complete the project before Thursday. So don't worry about that.

Here's an outline for you to think about:
- Introduce yourself
- An easy way to change the world is ...
- To spread this message I'm going to ...
- I think this will reach my audience because ...
- Any questions or ideas?
- Thanks!

There you go. Be creative. Have fun.

Stefan Sagmeister shares happy design | Video on TED.com

Stefan Sagmeister shares happy design | Video on TED.com

David Carson on design + discovery | Video on TED.com

David Carson on design + discovery | Video on TED.com

Tuesday's (September 1) Class

I've received a few emails asking for more details about Tuesday's assignment. On our syllabus it says:

Discuss Chapter 1, 2
Discuss: http://www.ted.com/talks/david_carson_on_design.html
Bring Flyer/Poster/Sticker/Iron-on draft to class

Here are some more details in case you missed them in class:

Read Chapter 1 and 2 in our Public Speaking book. If you've been able to access myspeechlab.com, then you can actually quiz yourself on the reading. Once you do the quiz, you'll be directed to pages you need to look at more closely. This quiz is not required, but I think it's pretty helpful.

Watch this video: http://www.ted.com/talks/david_carson_on_design.html (Watch it before class or you'll be out of the loop)

Bring a working draft of your project to class. I listed out a bunch of stuff before the class started, so it really isn't all that relevant. For example, some people are going to use plays and social experiments that will be recorded. Another person is using video games. What I want is some evidence of critical thinking about this project. I'd like some visual form of evidence of this thinking process. It could be words on paper, a detailed picture, a bunch of magazine scraps on a poster board. Be creative. Have fun. Find out what works for you.

See you Tuesday. Email me if you have any questions.

Class Outline

Week 1
August 24: First day of class
August 26: Discuss: http://www.ted.com/talks/lewis_pugh_s_mind_shifting_mt_everest_swim.html
Bring paragraph to class (an easy way to make the world a better place)
Workshop/Brainstorming session on design ideas
Log into myspeechlab.com (AXQUK-33384)

Week 2
August 31: Discuss Chapter 1, 2
Discuss: http://www.ted.com/talks/david_carson_on_design.html
Bring Flyer/Poster/Sticker/Iron-on draft to class
September 2: Present design draft to class
Discuss: http://www.ted.com/talks/stefan_sagmeister_shares_happy_design.html

Week 3
September 7: Discuss Chapter 3, 4
Second draft of Visual Argument Presentation due
September 9: First Speech on Visual Argument
Outreach Campaign Ideas

Week 4
September 14: Discuss Chapter 5, 6, 7
Be prepared to discuss I-Search ideas with the class
Draft Outreach Campaign during class
September 16: Research Day at the Library

Week 5
September 21: Discuss Chapter 8, 9
First draft of I-Search due
September 23: Conduct Outreach Campaign

Week 6
September 28: Discuss Chapter 10, 11, 12
Full draft of I-Search due
September 30: Practice run of Informative Presentations

Week 7
October 5: Informative Presentations (I-Search)
October 7: Informative Presentations (I-Search)

Week 8
October 12: Fall Break
October 14: Discuss Chapter 13, 14
Workshop: Turning your I-Search into a Persuasive Presentation

Week 9
October 19: Discuss Chapter 15, 16
First draft of Persuasive Presentation Due
October 21: Second draft of Persuasive Presentation Due

Week 10
October 26: Meet with me in the Studio to discuss full draft of Persuasive Presentation
October 28: Persuasive Presentations

Week 11
November 2: Persuasive Presentations
November 4: Persuasive Presentations
Bring visual argument to class
Divide into groups

Week 12
November 9: Discuss Chapter 17
Group Brainstorming Session
November 11: TBA

Week 13
November 16: Discuss Chapter 18
November 18: TBA

Week 14
November 23: Bring full drafts of presentations to class
November 25: Thanksgiving Break

Week 15
November 30: Final Presentation Workshop – Groups should meet with me in the Studio
December 2: Final Presentations

Week 16
December 7: Final Presentations
December 9: Final Presentations

Week 17
Finals Week: Exam based on book readings

* I reserve the right to modify this syllabus at my discretion.

Standard CMS 210 Syllabus

Eastern Kentucky University
Department of Communication
CMS 210 Public Speaking
CRN: 010/014

Instructor: Shawn Apostel
Office: Noel Studio/Library
Office Hours: T/R: 11 a.m. until 3 p.m.
Phone: 622.7330
Email: shawn.apostel@eku.edu

WELCOME to CMS 210, one of the most powerful and practical classes you will ever take! This is a course designed to address the fundamental theories and processes of effective public communication as well as provide ample opportunity for you to develop and deliver several types of speeches and presentations. This course will emphasize critical and creative thinking as the means by which effective communication skills are developed.

Please note that the instructor of this course reserves the right to make adjustments in the assignments and format of this course at any point within the duration of this course. Such adjustments will only be made to enhance the course and/or meet the unique learning needs of the enrolled students. No changes in the policies described in this syllabus will be made.

CATALOG COURSE DESCRIPTION: Principles and practices in the art of public speaking. Study of the invention, organization, style, delivery, and audience adaptation of informative, persuasive, and commemorative speeches.

STUDENT LEARNING OUTCOMES:

Using critical and creative thinking skills, CMS 210 students should be able to demonstrate the following by the end of the course:

(1) Describe and explain the relationship between effective public communication skill and personal, professional, and community power.

(2) Analyze various forms and purposes of oral public communication.

(3) Gather appropriate audience-centered information and evidence to produce adequate support for informative and persuasive speeches.

(4) Synthesize supporting materials to produce logical, audience-centered plan for presentation.

(5) Demonstrate competent verbal and non-verbal communication skills in speech delivery.

(6) Demonstrate effective comprehensive and critical listening skills through self and peer evaluation processes.

(7) Successfully implement context-appropriate technology into speech delivery.

(8) Demonstrate ethical communication practices, as reflected in the National Communication Association’s Credo for Ethical Communication (http://www.natcom.org/index.asp?bid=514).

GENERAL EDUCATION GOALS: These student learning outcomes align with goals set forth by the General Education curriculum (Block I, Goals 1, 2, and 8) and the Quality Enhancement (QE) theme at Eastern Kentucky University, which states that “EKU will develop informed, critical, and creative thinkers who can communicate effectively”. More specifically, this course is designed to help you communicate effectively by applying skills in reading, writing, speaking, and listening and through appropriate use of information technology, to use appropriate methods of critical thinking to examine issues and to identify solutions, and to integrate knowledge that will deepen your understanding of, and will inform your own choices about, issues of personal and public importance. As such, you will be engaged in a variety of activities and assignments involving the research and organization of ideas, systematic audience analysis, and the creative development and delivery of both informative and persuasive speeches in an ethical, other-oriented manner.

REQUIRED MATERIALS:

1. Beebe, S. A. & Beebe, S. J. (2009). Public Speaking: An Audience-Centered Approach. Allyn-Bacon/Pearson Education. NOTE: If you purchase your textbook at the EKU bookstore, please note that the pages will be in loose-leaf format, bound in a three-ring binder.
2. MyCommunicationLab (MCL) access code. NOTE: If you purchase a new textbook from on-campus bookstore, MCL will come packaged with your binder textbook at no additional cost. If you use a textbook that does not come with MCL, you may purchase an MCL access code separately at: www.mycommunicationlab.com (for about $60).
3. Paul, R. & Elder, L. (2008). The Miniature Guide to Critical Thinking: Concepts and Tools. The Foundation for Critical Thinking. NOTE: This is a very small blue book available at the on- campus bookstore.
4. If your instructor is using the MediaShare tool within MCL, you will also need a jump drive for this course.
5. Finally, you will need an active EKU email account that you check on a regular basis. Your instructor may also be using Blackboard technology to supplement the information and communication for this course. Please be sure that your account and password have recently been updated or you may miss important information.

CLASSROOM POLICIES:

Attendance: Your regular attendance is imperative to the successful completion of this course. We will be covering a significant amount of material during each class period, so students who make it a goal not to miss any classes will gain the most. Acknowledging, however, the fact that illness, and other legitimate reasons for missing class do arise, the following policies are, therefore, extended:

For MWF classes, you can miss up to four class periods without penalty to your grade. For TR classes, the limit is three class periods. For once a week classes, the limit is one. Absences beyond these limits will result in a grade reduction PER ABSENCE from your final point total. It is entirely possible that you may fail this class due to excessive absences. Your instructor will define what the term “excessive absences” means and will provide other specific guidelines for your particular class. Most instructors of this course adopt the policy that missing more than 20% of the total class meetings (representing excused, university-approved, and unexcused absences) results in failure. Leaving class early is also considered missing class!

If you must miss class, please know that you are responsible for all of the material covered in class that day. Deadlines for assignments can be renegotiated only if your absence is a university approved absence. (Proper documentation for the absence is required and will be collected.) If absent, you are responsible for getting all information pertaining to the class on that given day.

Tardiness: Attendance is taken at the beginning of each class. In this class it is especially important that you don’t arrive late to class. Not only is our time together extremely valuable, but there will be many instances when individuals and/or groups will be presenting their speeches and, as such, late arrivals are extremely disruptive and rude. If you have arrived to class after attendance is taken, you will be considered tardy and it is your responsibility to talk to your instructor after class about it. If you do not contact your instructor after class, please understand that you will be marked absent for that day. Every three times late (or leaving early) will be considered the same as one absence.

Assignments/Due Dates:

All major assignments are designed for you to integrate gained knowledge from this course. They are important not only for learning assessment to take place, but to reinforce long-term retention and understanding of public speaking processes and skills. Therefore, YOU MUST COMPLETE ALL ASSIGNMENTS in order to receive a passing grade for this course. Failure to complete any major assignment will result in failure of this course.

You are expected to turn in written work on time, take quizzes when scheduled, and adhere to our presentation schedules related to graded speeches! You should never be surprised as to when any assignment is due or quizzes given, as they are all announced well in advance. YOU MUST CONTACT YOUR INSTRUCTOR IMMEDIATELY IF YOU ARE GOING TO MISS AN ASSIGNMENT. DO NOT WAIT UNTIL THE NEXT CLASS AND ASSUME EVERYTHING WILL BE OK. Do not take advantage of your instructor’s good nature.

For written work (outlines, evaluations, etc.): Two letter grades will be deducted for the first day a written assignment is late, plus one letter grade for each subsequent day the assignment is late. A “day” is defined as “the next day,” not the next class period.

For quizzes/exams: Make-up quizzes/exams WILL NOT BE GIVEN unless you provide your instructor with an original doctor’s excuse or other “university approved” excuses. Please note that make-up quizzes/exams are almost always more difficult. Avoid these if you can.

For speeches: Students who miss class the day they are scheduled to speak (“no-shows”) will receive a failing grade for that assignment. Only students who present a written, university-approved excuse PRIOR to the scheduled speech will be given another opportunity to speak.

Unless otherwise specified, your instructor expects all work you turn in to be typed, representing your best effort for that assignment. Because your instructor has high expectations for you in this class, extra-credit assignments are generally not given, so please do not ask.

Student Progress: Your instructor will provide you with progress feedback before the mid-point of this course. You are also encouraged to meet with your instructor to discuss your progress in this course any time you are unsure about your academic standing or if you have questions regarding any of your work for this course.

Academic Integrity Policy: Students are advised that EKU’s Academic Integrity Policy will be strictly enforced in this course. The Academic Integrity Policy is available at: www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity.

Your instructor expects your work to be your own. Copying, borrowing, plagiarizing, or in any way representing others’ work as your own is a serious academic offense and will result in a failing grade for this course. Please refer to the rules, regulations, and penalties for academic misconduct in your Student Handbook.

Students with Disabilities: If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letters from the OSID and present them to the course instructor to discuss any academic accommodations you need. If you believe you need accommodation and are not registered with the OSID, please contact the Office in the Student Services Building Room 361 by email at disserv@eku.edu or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in an alternative format.
Use of Electronic Devices: Please TURN OFF ALL electronic devices when in class. You should not text, make, or take calls during class. You should not get up during class and exit to text, take, or make messages, unless you have a potential emergency situation and have discussed this with your instructor ahead of time. Failure to comply with this policy will result in a 5 percentage point reduction of your FINAL POINT TOTAL per infraction.

Respect for Others: Because we want to create a classroom environment that is comfortable for all, you are asked to (1) pay attention and be fully engaged in classroom discussions and activities, (2) turn off all electronic devices in class (see above), (3) display respect for the instructor and your classmates by avoiding racist, sexist, crude, or other negative verbal or nonverbal messages that may make others in our classroom community uncomfortable, (4) be willing to accept others’ personalities and listen to their opinions, even if they are very different from yours. Also, (5) the use of tobacco products in class is prohibited.

Important Dates: This course begins August 24, 2010. Midterms grades for this course will be submitted by Friday, October 15, 2010. The last day students can withdraw from this course is Friday, October 29, 2010.

ASSIGNMENTS AND GRADING:

Your instructor uses the National Communication Association’s (NCA) criteria for effective public speaking, the EKU Oral Communication Competency and Critical Thinking rubrics to help determine grades for speeches in this class. Copies of these rubrics will be made available to you.

1. “First Speech” (25 points): This three-minute presentation serves as an initial assessment of your current attitudes and skills related to public communication. Your instructor will give you the specific criteria for this assignment within the first week of class.

2. Informative Presentation (50 points + 25 points + 10 points): While more specific criteria about this first formal speaking assignment will be provided to you within the first three weeks of this course, the emphasis of this 6-minute assignment is for you to demonstrate that you understand how to choose (and narrow) an appropriate topic, adapt your message to your specific audience (audience analysis), conduct research and utilize a variety of types of quality support within your presentation, appropriately organize your support by way of preparation and speaking outlines, realize the importance of “on-your-feet” rehearsal, and (although effective verbal and nonverbal delivery is addressed later in the semester) do your best deliver a confident, extemporaneous informative presentation. The speech itself is worth 50 points, the formal preparation outline is worth 25 points, and the self-evaluation is worth 10 points.

3. Persuasive Presentation (75 points + 25 points + 10 points): A good persuasive presentation requires everything that a good informative presentation does, but is anchored in deeper critical and strategic thinking. For this 6-minute extemporaneous speech, you will learn about strategic message designs, and gather and organize evidence into proofs, and proofs into inductive, deductive, and/or parallel arguments. Additional emphasis will be placed on developing effective delivery skills, including the use of visual aids. Use of PowerPoint technology is REQUIRED for this presentation. As for the informative presentation, a formal preparation outline and self-evaluation is also required.

4. Impromptu Speeches (10 points each – we’ll do as many of these as our schedule allows): Speaking with little or no preparation is, for most people, a daunting experience. You will learn in this class, however, the skills and benefits associated with this type of communication. Don’t worry – you’ll learn that impromptu speaking is not as bad as you may think…maybe even enjoyable!

5. Quizzes/Exams (100 points total): Although this course is a skills-based learning experience, your instructor will require you to take quizzes, exams, or a combination of both to test your acquired “content” knowledge related to public speaking. These quizzes or exams will be given at the discretion of your instructor and are worth a total of 100 points.

6. Final Speech, Exam OR Final Project (50 points): Depending on the needs of the class, you will engage in a final presentation (informative or persuasive in nature), a special project involving public speaking (i.e. service learning project), or a comprehensive final exam. Your instructor will provide you with details as the semester progresses.

7. Skill Development Assessment (25 points): At the end of the semester, you will conduct an in-depth review your taped speeches and complete an overall evaluation of how your public speaking knowledge and skills progressed.

ALSO IMPORTANT – BE SURE THAT YOU KEEP ALL YOUR WORK that you generate for this class, especially your recorded speeches. It is likely you will want to include the documents, tapes, and files for your professional portfolio!

Grading Summary (90 – 100% grading scale):

“First Speech” 25 points
Informative Presentation (50) +
Formal Outline (25) +
Self-Evaluation (10) 85 points
Persuasive Presentation (75) +
Formal Outline (25) +
Self-Evaluation (10) 110 points
Impromptu Speeches 10 points each, as time permits
Quizzes/Exams 100 points
Skill Development Self-Assessment 25 points
Final Exam/Final Presentation 50 points

TOTAL: 395+ points
GRADING PROFILES *:

The Grade of F – F-level work fails to display an understanding of effective public speaking , and in any case does not display the critical thinking or communication skills and abilities which are at the heart of this course. The work at the end of the course is as vague, imprecise, unreasoned, and unskilled as it was in the beginning. There is little evidence that the student is genuinely engaged in the task of taking charge of his or her thinking as it relates to public communication competency. Many assignments appear to have been done without putting significant effort into thinking through them. Evidence exists that the student is not analyzing communication situations clearly, not formulating communication information accurately, not distinguishing relevant from irrelevant information, not able to identify key questions or issues pertaining to communication competence, not able to identify assumptions or concepts about communication, not able to identify or analyze different/competing points of view, not reasoning carefully from clearly stated premises, and is not recognizing implications about communication practices in various contexts. The student’s work does not display discernable reasoning or problem-solving skills related to human communication.

The Grade of D - D-level work shows only a minimal understanding of what public communication competence is, along with the development of some, but very little, critical thinking skills or abilities. D work at the end of the course shows that the student only occasionally demonstrates communication knowledge and skills. Most assignments are poorly done. There is little evidence that the student is “reasoning through” communication situations or assignments. Often the student seems to be only going through the motions of the assignments, carrying out the form of the assignment without reaching the essence of the intended learning objective. D work rarely shows any effort to take charge of ideas, assumptions, inferences, and intellectual processes. In general, D-level thinking lacks discipline and clarity. In D-level work, the student rarely analyzes public communication issues clearly or precisely, almost never formulates communication knowledge accurately, rarely distinguishes the relevant from the irrelevant, rarely recognizes key questionable assumptions made about communication, almost never clarifies key communication concepts effectively, frequently fails to use communication language in keeping with establish professional usage, only rarely identifies competing communication points of view, almost never reasons carefully from clearly stated premises, or recognizes important implications or consequences of communication acts. D-level work does not show good reasoning about communication and frequently displays poor reasoning and problem-solving skills.

The Grade of C – C-level work illustrates some but inconsistent achievement in grasping what effective public communication is, along with the development of modest critical thinking skills or abilities. C-level work at the end of the course, it is true, shows some emerging public communication knowledge and skills, but also pronounced weaknesses as well. Although some assignments are done reasonably well, others are poorly done or are at best, mediocre. There are more than occasional lapses in reasoning. Only on occasion does C-level work display a mind taking charge of its own ideas, assumptions, inferences, and intellectual processes. Only occasionally does C-level work display intellectual discipline and clarity. The C-level student only occasionally analyzes communication issues clearly and precisely, formulates communication information accurately, distinguishes the relevant from the irrelevant, recognizes key questionable assumptions, clarifies key communication concepts effectively, uses communication language in keeping with established professional usage, identifies relevant competing points of view about communication, reasons carefully from clearly stated premises, or recognizes important communication implications and consequences. On the whole, C-level work shows only modest development in public communication knowledge and skills and demonstrates inconsistent reasoning abilities.

The Grade of B – B-level work represents demonstrable achievement in grasping what effective public communication competence is, along with the clear demonstration of a range of specific communication-related thinking skills or abilities. B-level work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. On the whole, communication terms and distinctions are used effectively. The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. The student often analyzes public communication issues clearly and precisely, often formulates communication information accurately, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions about communication, usually clarifies key communication concepts effectively, typically uses communication language in keeping with professional usage, frequently identifies relevant competing points of view about human communication, and shows a general tendency to reason carefully from clearly states premises, as well as noticeable sensitivity to important implications and consequences within human communication activity and contexts. B-level work displays good reasoning and problem-solving skills related to public communication.

The Grade of A – A-level work demonstrates outstanding achievement in the public speaking knowledge and skill. The work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. In A-level work, public communication terms and distinctions are used effectively. The work demonstrates a mind clearly taking charge of its own ideas, assumptions, inferences, and intellectual processes. The A-level student usually analyzes communication issues clearly and precisely, usually formulates communication information accurately, usually distinguishes the relevant from the irrelevant, usually recognizes key questionable assumptions about human communication, usually clarifies key communication concepts effectively, typically uses communication language in keeping with established professional usage, usually identifies relevant competing points of view about communication, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences within public communication activity and contexts. A-level work displays excellent reasoning and problem-solving skills. An A student’s work is consistently at a high level of intellectual excellence.

* Note that the articulation of these Grade Profiles is based on Linda Elder’s (1999) publication entitled Critical Thinking: Basic Theory and Instructional Structures. Students enrolled in this course should use these grade profiles in conjunction with corresponding grading rubic(s) when discussing course or assignment grades with your instructor.