SC105: Fundamentals of Oral CommunicationInstructor: Mrs. Brooke Hildebrand Clubbs

e-mail:bclubbs@semo.edu; bclubbs@charter.net Office: GB 217 A; phone: 651-2241 (dept)

Course Websites : http://cstl-cla.semo.edu/bclubbs ;http://courses.semo.edu/oralcomm/

FALL OFFICE HOURS: 8:30-10:30 on Monday and Wednesday

AND 15 minutes before and after night class

Course Objective: To introduce students to the principles and theories of effective public communication and to nurture students’ abilities as speakers, listeners, researchers and critical thinkers.STUDENT 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: Public Speaking and Civic Engagement

Other Supplies: Three ring binder for your course materials; paper and pen for taking notes; note cards for giving speeches; SD card if you would like a video copy of your speeches.Total Points Possible:Written Assignments:

Brown Bag Speech Outline Workshop 25 pointsComprehensive Outline for Brown Bag 50 pointsSpeaking Notes Outline for Brown Bag Speech 25 pointsInformative Speech Outline Workshop 25 pointsComprehensive Outline for informative speech 50 pointsSpeaking Notes Outline for Informative Speech 25 pointsPersuasive Symposium Outline Workshop 25 pointsComprehensive Outline for Persuasive Symposium 50 pointsSpeaking Note Outline for Persuasive Symposium 25 pointsRhetorical Analysis 75 pointsFinal Self Analysis 25 points

Speaking Assignments:Brown Bag speech 100 pointsInformative speech 100 pointsPersuasive speech 100 points“Roll Call” speaking & presentation attendance 100 points (10 @ 10 pts each)

Responses, Reading Guides, etc.:Ch 1 and 2 response 35 points3,4 and 5 guide 35 pointsChapter 6 Response 35 points7,8 and 9 guide 35 points10 and 14 guide 25 points11 and 12 guide 25 pointsCh 13 response 35 points15 and 16 guide 25 points17 and 18 guide 25 points

Total: 1075 pointsWe will discuss the requirements for each of our assignments

in detail as they arise.Extra Credit: Any and all Extra credit opportunities will be announced in class. No other extra credit will be given. (i.e. no “gifts” at the end of the semester) Policies for the Course: I will uphold University policies regarding Civil Climate; Academic Dishonesty; Attendance; Incompletes; Withdrawal, etc. Consult the Undergraduate Bulletin for more information.

Absence1. In the event of your absence: You may complete a reading

guide early and e-mail it to me but you may NOT turn one in after the rest of the class has completed it.

2. The roll call speaking points cannot be made up. 3. If you know ahead of time you will miss a day you are

scheduled to speak, contact me to reschedule as soon as possible.

4. If you must unexpectedly miss on a date you are scheduled to present one of your major speeches (brown bag, informative, persuasive), you will have to appeal with documentation for an excused absence in order to make up the presentation.

5. Documentation of an absence includes: doctor or nurse’s note, pharmacy bill, ticket/summons, towing or mechanics’ bill, obituary or memorial service program. OVERSLEEPING IS NOT AN ACCEPTED EXCUSE. Please contact Learning Assistance Services (651-CARE) in case of emergency prolonged absence.

6. You will only be granted an excused absence for a presentation ONLY ONCE.

Assignments1. Students must submit an outline AT LEAST 24 HOURS before they

are scheduled to present a speech. I need to evaluate your work before you can get up and speak in front of the class. YOU WILL NOT BE ALLOWED TO SPEAK IF YOU HAVE NOT TURNED IN AN OUTLINE. ***

2. Submit by the due date or no credit will be given. Late outlines will be accepted; NO points will be given. (See absence policy above)

3. Have a backup copy of all submitted work.

4. Do NOT send me an attachment If you must send something via e-mail, do so by copying it into the e-mail message!

5. Everything but reading guides must be TYPED neatly. If I cannot read your handwriting on the reading guides, I will ask you to type them as well. Any work not typed as requested will be not be accepted.

Punctuality: Arriving on time to class also is important: tardiness is disruptive. I will consider it rude of anyone who is chronically late; however, I will consider it even ruder for anyone to enter the class while one of their classmates is speaking! Please wait outside the door until your classmate has completed his or her presentation. (It’s allowed to walk in on me.)

Participation: PLEASE REMOVE EAR BUDS AND SILENCE CELL PHONES. DO NOT TEXT MESSAGE DURING CLASS. I expect you to contribute to class discussion-helping raise our collective awareness & enhance our learning. I expect you to tune into the class and not distract others. You will need to fulfill your responsibilities during any cooperative learning. Your attendance record and contributions will influence my judgment if you are “borderline” with the final grade.

Plagiarism: Plagiarism is any attempt to pass off someone else’s work or ideas as your own. Any attempt to do this will result in a ZERO for that assignment. Please don’t ever do this. Ever.

Help for Writing Assignments: While I will do my best to explain and discuss your writing assignments, additional help may be needed. Contact the Writing Center in Kent Library (651-2159). To submit a draft to the Writing Center, please visit: http://ustudies.semo.edu/writing/owl/bu/submitDraft/submitDraft1.asp.

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 Disability Support Service (651-CARE). Please contact that office and share their recommendations with me

More than a little anxious?Contact University Counseling Services at 986-6191 or ucs@semo.edu

In closing,Remember that it is your responsibility to remain in communication with me. I want every student to succeed. I really do. But, I am not a mind-reader, a life-counselor or a detective. We will have to work together!

Syllabus FAQ1. Sorry I couldn’t make it to class. Can I still turn in my reading

guide?No. You can turn them in ahead of time, but not after since we go over all the answers in class.

2. Sorry I couldn’t make it to class. Can I still give my speech?Yes, we can reschedule your speaking time but IF and ONLY IF you can provide documentation such as a mechanics’ bill or doctor’s note and IF and ONLY IF it is your first time to have to reschedule a speech.

3. Sorry I didn’t turn in my outlines, but I am ready to speak today. Can I go?

No. For the common good, I need to evaluate your outline at least 24 hours before you speak so I can give you notes and suggestions for improvement.

4. Sorry I can't come to class. I have attached my homework to this e- mail. Is that okay?

No. Please copy and paste whatever you are sending me into the body of the e-mail.

5. Sorry, I couldn’t make it to class/I have to leave early/I have to come late. What did I miss?

Well, at least you didn’t ask if you would miss anything “important.”The answer is to consult your course calendar for assignments and ask a fellow student for notes.

FALL TUES-THURS CALENDARWEEK ONETuesday August 21: Class Orientation and explanation of first assignment*Thursday August 22: Brown Bag Speech Rough Draft in Class (Extra Credit Opportunity: Speakers’ Showcase)WEEK TWOTuesday August 28: Brown Bag Final Draft Due*Thursday August 30: Chapter 1 and 2 Reader Response DueWEEK THREETuesday September 4: Ch. 3, 4 and 5 Due*Thursday September 6: Ch. 6 Reader Response Due; Final Drafts Returned WEEK FOURTuesday September 11: Brown Bag PresentationsThursday September 13: Brown Bag Presentations WEEK FIVETuesday September 18: Ch.7, 8 and 9 Guide Due; Informative Speech Explained*Thursday September 20: Ch. 10 and 14 Guide DueWEEK SIXTuesday September 25: MEET AT KENT LIBRARY: Informative Rough Draft/Library Thursday September 27: Exercise Informative Final Draft Due; Rhetorical Analysis Explained*WEEK SEVENTuesday October 2: Ch.11 and 12 Guide Due*Thursday October 4: Ch. 13 RR DueWEEK EIGHTTuesday October 9: Final Drafts Returned; in-class work dayThursday October 11: FALL BREAKWEEK NINETuesday October 16: Informative Presentations Thursday October 18: Informative PresentationsWEEK TENTuesday October 23: Informative Presentations Thursday October 25: Informative Presentations WEEK ELEVENTuesday October 30: Rhetorical Analyses Due and Persuasive Assignment Explained*Thursday November 1: Persuasive Speech Rough Draft in Class(Extra Credit Opportunity: Low Lecture)WEEK TWELVETuesday November 6: Symposium Work Day * Thursday November 8: Ch. 15 and 16 DueWEEK THIRTEENTuesday November 13: Persuasive Final Drafts Due; Symposium Work Day*Thursday November 15: Symposium Work Day (Mrs. Clubbs at NCA)WEEK FOURTEENTuesday November 20: Ch 17 and 18 Due; Final Drafts Returned; in-class work day*Thursday November 22: THANKSGIVINGWEEK FIFTEENTuesday November 27: Persuasive SymposiumsThursday November 29: Persuasive SymposiumsWEEK SIXTEENTuesday December 4: Persuasive SymposiumsThursday December 6: Persuasive SymposiumsFINALS WEEK (Self-Analysis in Class)8 AM: 8 AM Tues Dec 11; 12:30: NOON on Tues Dec 11; 9:30 AM: 8 AM Thurs Dec 13

FALL NIGHT CLASS CALENDAR

WEEK ONEMonday August 20: Class Orientation and explanation of first assignments; Brown Bag Speech Rough Draft in Class *WEEK TWOAugust 27: Chapter 1 and 2 Reader Response and Brown Bag Final Draft Due* (Extra Credit Opportunity: Speakers’ Showcase)WEEK THREE: NO CLASS BECAUSE OF LABOR DAYWEEK FOURSeptember 10: Ch. 3, 4 and 5 Due*; Final Drafts ReturnedWEEK FIVESeptember 17: Brown Bag PresentationsWEEK SIXSeptember 24: Ch.7, 8 and 9 Guide and Ch. 6 Reader Response Due; Informative Speech Explained*WEEK SEVENOctober 1: MEET AT KENT LIBRARY: Informative Rough Draft/Library ExerciseWEEK EIGHTOctober 8: Informative Final Draft Due; Rhetorical Analysis Explained*WEEK NINEOctober 15: Ch. 10 and 14 Guide Due; Final Drafts Returned*WEEK TENOctober 22: Informative Presentations WEEK ELEVENOctober 29: Informative Presentations(Extra Credit Opportunity: Low Lecture)WEEK TWELVENovember 5: Rhetorical Analyses and Ch.11 and 12 Guide Due; Persuasive Assignment Explained* WEEK THIRTEENNovember 12: Ch. 15 and 16 Due; Persuasive Speech Rough Draft in Class*WEEK FOURTEENNovember 19: Ch. 13 RR and Final Draft Due; Symposium Work Day*WEEK FIFTEENNovember 26: Ch 17 and 18 Due; : Final Drafts Returned; Symposium work day*WEEK SIXTEENDecember 3: Persuasive SymposiumsFINALS WEEKDecember 10: Persuasive Symposiums and Self Analyses*denotes roll call speaking

Reader Response to Chapters 1 and 2: Public Speaking and Democratic Citizenship and The Ethical Public Speaker

Type a personal response to each of the questions. Use full sentences and good paragraph structure.

1. On the Southeast campus, what activities, clubs or other special opportunities invite students to participate in civic affairs? Offer at least two examples. (10 points)

2. Do you agree that Americans are less politically involved and community spirited than a few decades ago? Why or Why not? (10 points)

3. How would you define the term plagiarism, and what are the differences between deliberate and “accidental” plagiarism? (10 points)

4. Define demagoguery and give an example of someone you consider to be a demagogue of today. (5 points)

Reading Guide Chapters 3,4 and 5

Fill in the blanks(10 points)

1 A speech is successful only if it benefits both the__________ and the __________.

2 When you are preparing yourself to speak, you need to know your __________, know your __________ and know the __________.

3 In most speaking situations, a little anxiety can be a __________ thing.

4 After a ten minute presentation, a typical audience member only recalls __________ percent of the information presented.

5 Passivity Syndrome is rooted in the belief that public speaking is a _________ -__________ street.

6 6. The ability to think discerningly about visual images is called __________ __________.

7 Demographics represent __________; not absolute predictors of behavior.

8 We can understand and develop tactics for listener involvement by using __________ __________ of basic needs.

9 The following is an example of what type of survey question? “Are you registered to vote? _____ Yes _____ No _____Not Sure” 10. The following is an example of what type of survey question?“How often do you exercise each week? _____5-7 times _____2-4 times ____at least once _____less than once”

Essay and short answers1. What is communication apprehension? What are some of the ways the book suggests to deal with this apprehension? Do you agree or disagree that preparation is one of the most significant factors in reducing communication apprehension? Why? (10 points)2. Name at least five problems that audience members experience when listening to a public speech. Give an example of each (10 points)3. What are the nine elements of audience demographics as discussed in your text? (5 points)

Reader Response to Chapter 6: Developing Significant TopicsType a personal response to each of the prompts.

1. Make a list of potential topics for your informative and persuasive

speeches by conducting a self inventory. Consider personal concerns and community issues, intellectual and educational interests, career goals, leisure activities and interests, as well as topics of public concern. (10 points)

2. Using your list, discern a good topic that could have both an informative and persuasive purpose. Craft two specific purpose statements using the same topic. One should be informative; the other persuasive. (Look at the examples on page 148 in the first paragraph for help.) (10 points)

3. Using your specific purpose statements, construct thesis statements for each speech. (Look at the examples on page 154 if you need help.) (10 points)

4. List two alternate topics in case your first choice is not approved. (5 points)

Reading Guide: Chapters 7, 8, and 9

Fill in the blank

(10 points)1 Finding relevant information is a __________-__________

pursuit. 2 __________ __________ is ability to recognize when

information is needed and to locate, evaluate and use effectively the needed information.

3 If you quote material, you need to reveal the source of the information __________ your presentation.

4 __________ are data that can be verified by observation.5 __________ provide concrete frames of reference and interject

life and meaning into the ideas you are communicating.6 It is often helpful to translate a statistic into ________-

________ terms. 7 Two of the three types of testimony are _________ and

_________. 8 With a _________ organizational pattern, you begin with a

specific point in time and then move forward or backward.9 With a __________ organizational pattern, you arrange ideas in

a pattern that emphasizes distinct topics.10 First, next and finally are examples of transitional devices known as

___________ .

Essay and short answer (each group member turns in individually)1. Make a list of two people or groups you could really interview about your

topic: one in person and the other by e-mail. Be sure to list their qualifications and describe why they would be a good person/organization /group to contact. (10 points)

2. Keeping in mind the guidelines discussed in Chapter 7, type out a list of questions you would bring with you for the personal interview. (5 points)

3. Type out a sample of your e-mail---including subject line, the entire body and closing. (10 points)

Reading Guide Chapters 10 and 14

Fill in the blank(5 points)

1 A __________ outline is a diagnostic tool that helps you see where you’ve been and where you are going as you brainstorm, reflect and research.

2 A _________ outline is the blueprint of the speech you will give.3 A ________ -___________ outline is the one you use when you

deliver your speech.4 You should address the matter of relevance in the __________

of your speech.5 It is unethical to camouflage a __________purpose by portraying it as

__________.

Essay and short answer1. List and describe three functions of an informative speech. (10 points)2. List and describe four types of informative speeches. (10 points)

Reading Guide Chapters 11 and 12

Fill in the blank(5 points)1. A __________ is a comparison using “like” or “as.” 2. __________ is a repetitive pattern of initial sounds.3. __________ questions pique the audience’s curiosity and stimulate thinking.4. Your rate of speaking should be determined by your audience’s _________. 5. _________ refers to the highness or lowness of your voice on a musical scale.

Essay and short answer1. Describe the difference between “sounding good” and “being sound.” (5 points)2. What is wrong with using expressions such as “it goes without saying” and “due to the fact that” when you give a speech? In addition, give some examples of clichés, expressions or phrases that personally drive you crazy! (5 points)3. List the four types of delivery styles and some of their characteristics. (10 points)

Reader Response for Chapter 13: Supporting Your Ideas VisuallyType a personal response to each of the questions. Use full sentences and good paragraph structure.

1. Make a list as you brainstorm idea for visual aids to use in your speeches, considering all the options discussed in Chapter 13. (10 points)

2. Describe which option(s) you have chosen and why. (10 points)

3. Make a specific list of the slides or graphs you will need to make and/or specifically cite the sources for any pictures, graphs, videos, etc. you plan to use. Use MLA format for your citations. Remember, saying “video from YouTube” is like saying “book from the library.” You need to be specific! (15 points)

Reading Guide Chapters 15 and 16

Fill in the blank

(5 points)1. Issues of ________ typically involve questions of existence, scope or causality.2. Issues of __________ focus on what we consider good or bad, right or wrong, just or unjust, moral or unmoral.3. Issues of __________have to do with our actions in the future: there is something wrong in our world and we need to correct it; we have a problem that needs to be solved.4. _________ are the debatable assertions put forward by a speaker.5. Statistics and testimony are examples of ___________.

Essay and short answer1. Define public controversy and give an example. (10 points)2. Define ethos and describe four major qualities that contribute to a

positive ethos. (10 points)

BONUS worth up to 10 points:Are the fallacies discussed in this book always errors in reasoning?

Examine either an appeal to popular beliefs or an appeal to tradition and determine if either can ever be reasonable or legitimate.

Reading Guide Chapters 17 and 18

Fill in the blank

(5 points)1. If you learn you are to receive an award, you should prepare a speech of _________. 2. Make your speech more lively and interesting using ________ language.3. Conflict is not so much to be __________ or feared, as __________ constructively.4. A __________ ___________ is a format in which the participants interact directly and spontaneously under the guidance of a moderator.5. In a __________, speakers prepare brief speeches representing their viewpoints which they deliver in turn without interruption or interaction.

Essay and short answer1. List two types of special occasion speeches and give an example of a time you personally might be called upon to deliver it. (20 points).

Requirements for SC-105 Speech #1: Brown Bag Speech

This assignment is a speech of introduction that you will present to the class. You will put three items into a “brown bag”, then pull them out and describe the meaning of each one. The first item will relate to your past. The second is in regards to your present. The third represents your future. The items may be literal (your apron from your current part-time job) sentimental (a locket from your grandmother who raised you) or symbolic (a blank piece of paper symbolizing a fresh start when you graduate).

This is a way for us to get to know one another beyond “name, major and year in school.” So, when you describe your objects and their meaning, be specific and detailed.

This assignment is also a chance for you to use your newly acquired skills of transition! Be sure to preview in your introduction, signpost in the body of your speech, and summarize in your conclusion.

The speech should be extemporaneous in style and 3-5 minutes in length.

The rough and final draft of the comprehensive outline should be submitted to me according to the model provided. You will use your keyword outline as you speaking notes and turn it in following your speech.

SC-105 Speech #1:Brown Bag Speech Rubric

Organizational Structure:

Intro /10Did they include their name, a thesis and a preview of their main points?

Body /10Did they have a good chronological organizational pattern?

Conclusion /10Did they review their three main points?

Transitions /10Did they use “signposts”, such as “first,” “next”, etc.? Were they internal reviews and previews?

--------------------------------------Total: /40

II. Information:3 Objects /10

Did they actually bring in three physical objects to represent or symbolize parts of their lives? Did it seem like they put some thought into choosing the objects?

Details /30How much information did they provide with each object? Did they give you better insight into who they are? Did you feel like what they shared was appropriate and relevant?

--------------------------------------Total: /40

III. Extemporaneous StyleEye Contact /10

Were they looking up at the audience or buried in their paper? Did they look at the whole audience?

Delivery /10Did they have a good, conversation style or did it seem like they were reading? Did they speak at a volume and rate that made them easy to understand?

-----------------------------------------Total: /20

TIME:Time limit is 3-5 minutes. One point is deducted for every 10 seconds under 3 or over 5.

TOTAL: /100

Requirements for Sc-105 Speech #2:The Informative Speech

In this assignment, you will be informing your audience about a specific topic. Keep in mind that you will later use this topic to construct a persuasive speech.

You must construct your speech so that it consists of an introduction, a body containing three main points, and a conclusion.

You need to cite at least five different sources within your speech; limit web sites; wikipedia does not count as a source

You should speak extemporaneously.

You must construct your speech so that it is no less than five and no more than seven minutes in length.

Up to ten bonus points will be given for the use of a visual aid

The rough and final draft of the comprehensive outline should be submitted to me according to the model provided. You will use your keyword outline as you speaking notes and turn it in following your speech

SC-105 Speech #2: Informative Speech Organization:Introduction 10 9 8 7 6-0

Did they have an attention-getter, thesis and preview?

Transitions 10 9 8 7 6-0Could you always tell where they were because they used signposts or internal reviews and previews?

Conclusion 10 9 8 7 6-0Did they have a summary?

Organization Total: /30Information:Content 20 15 10 5 0Was good, quality information presented? Did any of it seemed biased or persuasive? Did you learn something?

Source #1 5 4 3 2 1 0Did they state the name of the source during the speech? Was it a quality source?

Source #2 5 4 3 2 1 0

Source #3 5 4 3 2 1 0

Source #4 5 4 3 2 1 0

Source #5 5 4 3 2 1 0

Information Total: /45Delivery:Volume 5 4 3 2 1Could you easily hear them? Did they drop off at the end of sentences?

Speaks clearly 5 4 3 2 1Did they speak too fast? Did they pronounce each word so you could understand?

Preparedness 5 4 3 2 1Were they familiar with their notes or did they get lost? Were they comfortable with the topic?

Extemporaneous 10 9 8 7 6-0Did they have a well-prepared, yet causal style? Did they have good eye contact? Were they conversational?

Delivery Total: /25Bonus:Visual Aid 10 9 8 7 6-0Did the visual aid enhance the speech? Was it easy to read? Was it used at appropriate times?

TIME: TOTAL:Requirements for SC-105 Speech #3:

 The Persuasive Symposium

   In this assignment, you will be working with your small group to create a sym-posium presentation. Together, you will choose an issue with several facets or viewpoints. Then, each member of the group will prepare a persuasive speech to present their particular viewpoint. For example, if your issue is “Making Southeast a Better Place for Students”, then one member might give a speech showing us what we need to do to improve the parking situation, another could convince us of the advantages of making Southeast smoke-free, another could motivate us to get involved in on-campus activities and the last could convince us that Southeast needs to be “greener” in its daily operations. The group will have to work together to come up with their issue and agree on each person’s individual topic. Each member will have to de-cide if their speech is to actuate, convince, or stimulate. A proposal, contain-ing your overall “umbrella” issue and the topic of each member’s speech will need to be submitted as well as the individual outlines.

  Regarding the Individual Speeches:

  You ought to construct your speech so that it consists of an introduc-tion (remembering to get our attention, then have a clear thesis and set up of your main points), a body containing three main points (using good signposting and transitions between each), and a con-clusion.

  You need to cite at least five different sources within your speech. Limit web sites; wikipedia does not count as a source.

  You should speak extemporaneously.

  You must construct your speech so that it is 3-5 minutes in length.

  You must use a visual aid which enhances your speech. The group should also have an overall visual aid, whether it is a hand-out, poster, or power point slide listing the theme and individual topics and speakers.

  Up to ten bonus points will be given for professional dress.

  The rough and final draft of the comprehensive outline should be completed according to the model provided. You will use your key-word outline as you speaking notes and turn it in following your speech.

 

Sample Proposal

 

Names of Members of Group

 

 Issue: Preventing Alcohol Abuse on Campus

 

Individual Topics:

                       The Drinking Age Should Be Lowered:                Name of Speaker

                       The Drinking Age Should Remain the Same:       Name of Speaker

                        We Must Prevent Binge Drinking:                       Name of Speaker

                        Don’t Drink and Drive:                                       Name of Speaker

                        Greek Life Isn’t All About Partying:                    Name of Speaker

Persuasive SymposiumOrganizationIntroduction 10 8 7 6 5Attention getter, thesis and preview?

Transitions 5 4 3 2 1Signposts or internal reviews and previews?

Conclusion 5 4 3 2 1Summary?Organization Total: /20

ContentQuality source; clearly cited?Source #1 5 4 3 2 1Source #2 5 4 3 2 1Source #3 5 4 3 2 1Source #4 5 4 3 2 1Source #5 5 4 3 2 1Content Total: /30

Extemporaneous StyleAudience Centered 10 8 7 6 5Good eye contact; conversational?

Minimal Notes 10 8 7 6 5Not reading; speaking to us rather than at us?

Preparation 10 8 7 6 5For individual speech, as well as for being part of the group?Extemp Total: /30

PersuasivenessClear purpose 5 4 3 2 1To convince, actuate or stimulate?

Effective tone 5 4 3 2 1Dynamic and convincing?Persuasiveness total: /10

Visual AidQuality of the aid 5 4 3 2 1Used Effectively 5 4 3 2 1Visual total: /10

BonusProfessional dress 10 8 6 4 2

TIME:

TOTAL: /100RHETORICAL ANALYSIS

Based on classmate’s persuasive speech

1. First paragraph: speaker’s name; evaluation of general and specific purpose of speech; thesis and preview statement

2. Second paragraph: : evaluation of transitions, and other evidence of organization:

3. Third paragraph: evaluation of the quality of sources and visual aid

4. Fourth paragraph: evaluation of extemporaneous style

5. Fifth paragraph: Summary and opinion of overall quality of the speech

SELF ANALYSIS

Grade on Speech #1:Grade on Speech #2:Grade on Speech #3:

1. Do you feel that you have experienced improvement in any areas of public speaking as a result of taking this class? If so, what are they? If not, why do you think you did not experience improvement?

2. What areas would you still like to improve upon in public speaking?

3. How do you think this class will help you in the future?

4. What was your favorite part of this class?

5. What do you think could make this class better for future students?

SAMPLE BROWN BAG OUTLINEBrooke H ClubbsSC 105: 100: T-Th 8 AMbclubbs@charter.net General Purpose: To inform

Specific Purpose: I would like for my students to get to know me better.Thesis: I would like to introduce myself to you so you can know who I am beyond just being your teacher. IntroductionI. Walt Whitman wrote, "Do I contradict myself? Very well then. I contradict myself. I am large. I contain multitudes." II. This is a good quote to describe my life.III. My interests and beliefs don't always coincide with popular stereotypes.IV. I am not quite a stay at home mom because I work; I am not quite a career woman because I spend so much time at home with my kids.V. My religious beliefs do guide the way I vote; people are surprised that I am Catholic and a Democrat.VI. I have my Master of Fine Arts in Acting and traveled all over the East Coast acting in a touring production, which some folks might think is kind of exotic; I scrapbooked it all which some people might think is the epitome of your typical "soccer mom." VII.  I would like to introduce myself to you so you can know who I am beyond just being your teacher.VII. So to go along with these contradictions, instead of multitudes, I have brought in just three objects to represent my past, present and future. BodyI. First, I have a seed packet. A, This represents something my mom always told me: "Bloom where you are planted."B. When I was younger, I thought I was missing out because I didn't live closer to the city.C. We lived in Kankakee, an hour south of Chicago.D. Our house was in "rural" Kankakee so I fell into the Herscher School District---surrounded by farm land.E. I wanted us to move to a suburb of Chicago or at least into Kankakee proper.F. I wanted to go to a big high school with a large fine arts program.G. My mom entertained the idea, but she ultimately decided that the schools were just fine where we were.H. She told me I would just have to bloom where I was planted---make the best of what I had.I.  I discovered she was right.: I had an awesome time in high school and plenty of opportunities.J. I was offered a full ride to Southeast, a school I had never heard of. K. I had figured I would go to the University of Illinois like a lot of my other friends.L. But, I decided to see if I could bloom here...and I did.M. I met my husband, decided to go to grad school...and then moved back here to start our jobs and family! N. Sometimes I am tempted to look into moving to St. Louis, but I just remember my mom's advice and the fact that success is achieved through making the most of what you have where you are.  II. Moving onto my second object, I have my day planner.A. This little book represents my love of organization and list making as well as my present.B. In some ways, I am very laid-back.C. For example, when it comes to house-keeping, I would rather play with the kids than have a clean kitchen floor.D. But I am bit of a perfectionist in other ways.E. For example, I reread my e-mail for typos before I send it.F. My day planner shows some of the ways I am a perfectionist because it is full of my lists and schedules.G. I don't like to waste time; I want to be productive so I can have more time to relax! H. I have a lot to keep track of too---my classes, appointments, meetings, church obligations. social events...and then my husband's schedule, my oldest daughter and son's school calendar and all that goes with it (like when I am supposed to bring treats for a teacher appreciation day or turn in her fundraising forms) and my youngest daughter’s day care schedule.

I. It's a lot to keep up with three kids and a dog, but I love this season of my life. J. I have learned that you can have everything---just not all at the same time!  III. Finishing up with my third object, I have an archival pen.A.  I mentioned in my introduction that I like to scrapbook.B. I take photos, put them down on paper, add some embellishments and then most important, use a pen like this to write down the details.C. This pen represents all I have yet to write.D. I think my life story has been pretty fascinating so far and I am excited to see what will come next.E. After I graduated, got married, got a job, had a baby and bought a house, I found myself at a loss. F. I had reached most of the milestones or goals I had envisioned for myself as a kid.G. But now I realize there is still a lot more living and dreaming to do.H. And I will be recording it all. ConclusionI. So, I hope you have learned a little bit more about me, your teacher, Mrs. Clubbs tonight.II. By describing these objects---a seed packet, planner and pen--- that represent my past, present and future, I hope I have given you a little insight into the multitudes that, like Walt Whitman, I believe I contain.III. Thank you.

Sample Full Sentence Informative Outline  Staci SeabaughInformative SpeechSC105: MWF 1:30Mrs. KightFebruary 17, 2003 

General Purpose: To Inform Specific Purpose: I want my audience to understand the importance of reading to                                children. Thesis: Reading to children greatly benefits them. 

Complete Formal Outline of Speech 

Introduction I.                    “The more that you read, the more things you will know.  The more that you

learn, the more places you’ll go.”  This is a quote from the famous Dr. Seuss, which I feel stresses the importance of reading.

 II.                 I’ve been reading to my nephew since the day he was born.  When he was in the

hospital, the nurses gave us a book to read to him and I haven’t stopped reading to him since.  He turned two earlier this month and just to let you know how much reading has impacted him, he already can say his ABC’s and count to ten.  I credit this to him being read to since before he could understand what the words on the page meant. 

III.               His progress along with what I’ve learned in classes and through studies, provides compelling proof that [thesis] reading to children greatly benefits them.

 IV.              [Preview and Purpose]  Let’s take a few moments to examine how important it is

to read to the children in your lives, whether they are your own kids, nieces and nephews, or students if you’re going to go into the teaching profession.  Reading to children, no matter their age, helps to build vocabulary, increases their ability to learn, and leads them to a life-long love of literature while creating a special bond between the adult and child.  Let’s begin by looking at how being read to helps a child with language development.

 Body I.                    Reading to children helps to build their vocabulary. 

A.     Children, at a very early age, are primed to learn words and can benefit from the exposure.

 1.      According to the text book, Children’s Literature in the Elementary

School, “at 18 months, the language development is phenomenal; preoccupation with words and sounds of language is characteristic of the very young child.  Books help to fulfill this insatiable desire to hear and learn new words.  Hearing literature of good quality helps children to develop their full potential.”

 2.      From this we can see that when it comes to reading to children we cannot

start too soon. 

a.       Children are aware of sounds from birth, which eventually leads to children developing comprehension skills. 

 i.  As students we all see how important that skill can be.

 3.      Reading to children can be superior to other exposures they might have.

 a.   According to the article, “The importance of reading to your children        for early literacy, “ by Julie Joy, “The vocabulary of an average           children’s picture book is greater than found on prime time television.   b.      This in one of the many reasons it is so important to read aloud to       children every day. 

4.      I’ve seen the results. 

a. Reading to my nephew has greatly increased his vocabulary.   

i. Twenty-four to thirty-six months is the ideal age where children                                        begin talking.   

ii. My nephew has been talking with a fairly broad vocabulary         since he was 18 months old. 

             iii. He talks in full sentences and everyday there is at least one

new                     word in his vocabulary from reading to him.

   b. According to Susan L. Hall and Luisa C. Moats, Doctor of Education,       “Young children acquire a big mental dictionary from having books

read to them.  They also become familiar with language patterns and develop an ‘ear’ for written English versus spoken English.” 

c.       Author Christine Wilson agrees and also notes the implications for overall mental development, stating:  “Children who are introduced

to   books at an early age are more prone to grasp the variances in phonics, which in turn affects their language skills and cognitive abilities.” 

                         (Transition)  Reading to children not only impacts their vocabulary, but it                         also increases their ability to learn, which is my second point and what

                        we’ll now examine more closely. II.                 Reading to children increases their ability to learn and to perform well in school.

 A.     According to the American Association of Pediatrics, “reading is a significant

aid in brain development.” 1.      Studies show that children who are read to do better in school than those

who are not.   a.       Many of you may be here because someone read to you. 

i. Do you remember those first books you loved having read to you    over and over? ii. You were not just enjoying someone sitting next to you opening     that book, but your brain was stimulated and nurtured by those        words and pictures.

 2.      The American Library Association recognizes this and is a big proponent

for reading to children.  They submit that, “Reading to children is one – if not the most – important contributions we can make to their ability to learn.”

 3.      Reading also provides opportunities for physical development.

 a.       According to the article, “What is the importance of reading to a

child?” “by simply turning the pages of a book, motor skills are fine tuned.  It also stimulates the muscles of the eyes and affects the chemistry of the body by utilizing the brain.  The senses of sight, sound, touch, and smell are also affected.”

 b.  Socialization skills in the learning environment can also be impacted      from reading to children.   

i.         The America’s Children Report showed that “children’s inclinations toward education also affect their ability to

                  learn.  By instilling a love for reading and encouraging children                    to maintain it aids in a stronger desire to resist persuasion of                   peers in the negative and helps them continue to develop.”  For                   example children who enjoy reading and learning are less                   likely to drop out of school and get into drugs.

  

4.      More support for the benefits of reading to children comes from The       National Academy on Education Commission on Reading also states that       their research shows “that children who have been exposed to reading and       other cultural experiences before they begin school have a better chance at       success in formal learning.” 

 (Internal Summary)  I’ve talked about the impact that reading to children has on their vocabulary development and how it readies them for the school environment helping them to become better learners.  The benefits do not end there, though.  Another important reason to read to children is the impact it has on their love of literature, as well as the bond that it creates between adult and child. III.               Reading to a child can deepen their appreciation of others. 

A.     When adults read aloud to children, it’s fun for everyone.  Some of my favorite moments are when I’m reading to my nephew.  To see him get excited about hearing a story, gets me more into the story myself. 

 1.      According to Penelope Leach, Ph.D., “Once kids are hooked on being

read to, they will never be bored if somebody will read, and since there are bound to be times when nobody will read and they are bored, they’ll have the best possible reason to learn to read themselves.” a.       Although children start to read themselves, this is no reason to stop

reading to them.   

b.      I can remember being in high school and my college prep writing teacher would read us children’s stories.  Those were some of my favorite days and I was 17 years old. 

2.      If children are read to and the adult enjoys this, they will enjoy it and view reading as a fun activity. a.       According to the article, “Reading to Children is Important,” “If a

child associates reading with pleasure, they will have a greater desire to learn to read.  Get involved and be dramatic and make sure that children see you enjoying reading.” i.         Children will fall in love with the words on the page while

growing closer to the person reading to them. 

b.      Some of the best words you can hear when reading to a child is “Read it again.”  I know this because my nephew has said it so many times. 

[transition] As you can clearly see, there is so much to gain and nothing to lose when reading to children.  They gain vocabulary, knowledge, a love for literature, and you gain the enjoyment of seeing all this take place.  Conclusion I.                    Reading to children: there is more to it than one might first imagine, as we help

unleash their potential.  Perhaps W. Fusselman said it best when he said, “Today a reader, tomorrow a leader.” 

II.                 Today I have given you the reasons to read to children. A.     We see the knowledge they will gain,B.     the better learners they will be,C.     and the bond they will have to literature and to you.

 III.               So remember these reasons and read to the various children in your life. Help

them grow and help them know what Dr. Seuss knew: 

“The more that you read, the more things you will know.    The more that you learn, the more places you’ll go.”

   

Bibliography Brennan, Stephanie. “Once Upon A Time: An Internet Webquest on Successful Child Readers.” 2002. 10 Feb. 2003.http://www.kn.pacbell.com/wired/fil/pages/webeffects1.html Force, Pam. “Reading to Children Increases their Ability to Learn.” 2000.10 Feb. 2003. www.geocities.com/prlforce 

Hall, Susan L. and Luisa C. Moats, Ed.D. “Reading to Children Is Important,” Excerpt from the book Straight Talk About Reading.  10 Feb. 2003 http://www.acslp.org/homepages/Siles/september.html Huck, Charlotte S., Susan Helper, Janet Hickman, and Barbara Z. Kiefer. Children’s Literature in the Elementary School: Seventh Edition.  New York, NY: McGraw-Hill Publishing, 2001. Joy, Julie. “The Importance of reading to children for early literacy.” 2002. 10 Feb. 2003. http://ma.essortment.com/earlyliteracyp_rxjf.htm Leach, Penelope, Ph.D. “The Importance of Reading to Children.” 1997. 10 Feb. 2003. http://www.amazon.com/exec/obidos/tg/feature/-/145696/103-7842400-6271860 Wilson, Christina. “What is the Importance of Reading to a Child?”  2002. 10 Feb. 2003. http://www.co.essortment.com/childreadingim_rhqw.htm