Course Syllabus

Fayetteville State University

College of Arts and Sciences

Department of Performing and Fine Arts

I. LOCATOR INFORMATION

Semester: Spring Year: 2004

Course No.: SPEE 200         Course Name: Intro to Speech Credit Hrs: 3

Day/Time Class Meets: TR 12:30-1:50         Room, Bldg.: BU 237

Instructor: Dr. Jeanie Almeida

Office Location: 206 Telecom Center Office         Phone: 672- 2031

Office Hours: MW: 1-4, T: 10:30-12:30                 Email: ealmeida@uncfsu.edu

II. COURSE DESCRIPTION

Introduction to Speech is an introductory course designed to acquaint the student with the development of language and speech. Study and practice are provided in the basic elements of speech applicable to daily life such as voice, articulation, bodily activity, habituation of good usage, and adaptation to the common types of speaking situations.

III. TEXTBOOK

Lucas, S. E. (2001). The Art of Public Speaking. 7th Edition. New York: McGraw-Hill, Inc.

IV. SPECIFIC COURSE OBJECTIVES

At the end of the course, the facilitator of learning will:

Knowlege:

(1) Demonstrate an understanding of the field of communication, the different areas of study that comprise the field, and the vocational pursuits in which communication majors can specialize.

(2) Demonstrate an in-depth knowledge of basic theories of communication processes.

(3) Demonstrate knowledge of fundamental principles of effective communication in different communication contexts, in particular, interpersonal and public contexts, group contexts, organizational contexts, and mass communication contexts.

(4) The student will acquire facility in a variety of communication skills:

        a) active listening as an audience member

        b) person-to-person communication in in-class exercises

        c) small group task communication as a discussion and team member

        d) public communication as a presenter of short presentations

        e) organizing and structuring ideas in written outlines

Assessment:

(1) Use a variety of formal and informal assessments aimed at meeting program goals and positive student learning including exams, class discussion, small group discussion, peer review, outlines and individual and group presentations.

Reflection:

(1) Reflect on and evaluate teaching and learning through class discussion, small group discussion, teamwork and teacher-student conference.

Technology:

(1) Apply new technologies to teaching, learning and research including:

        a) using a variety of media technology to enhance presentational ability;

        b) using computer word processors to edit and revise speech outlines;

        c) using the Web to enhance library searches in addition to texts and the mass media

Diversity:

(1) Understand the differences that exist among people and their cultures and the ways in which these differences affect their view of the world, their values, and their interpretations of the events of their lives by:

        a) listening and evaluating as a supportive member of a college audience to the presentations of fellow students

        b) adapting communication to a diverse audience.

Collaboration:

(1) Collaborate with colleagues, parents, local schools, agencies and the community to support learning and achievement for all students.

(2) Collaborate in small group task team workshop.

V. COURSE COMPETENCIES

INTASC #1 (Knowledge ) The teacher understands the major concepts, assumptions, debates, processes of inquiry and ways of knowing that are central to the discipline he or she teaches.

INTASC #9.4 (Reflection) The teacher is committed to reflection, assessment, and learning as an ongoing process.

INTASC #6.13 NCDPI #6.4 (Technology) The teacher knows how to use a variety of media communication tools, including audiovisual aids and computers, to enrich learning opportunities.

INTASC #3 ( Diversity) The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

INTASC #10.12, NCDPI #10 (Collaboration) The teacher establishes respectful and productive relationships with diverse home and community situations, and seeks to develop cooperative partnerships in support of learning and well being.

VI. EVALUATION CRITERIA

GRADE DISTRIBUTION:

Dyadic Interviews and Introductory Speeches 60 points

Class Participation 50 points

 

Informational Speech 120 points

Oral presentation 80 points

Outline 40 points

Persuasive Speech 140 points

Oral presentation 100 points

Outline 40 points

Small Group Presentation 150 points

Group presentation 100 points

Presentation write up 50 points

Midterm 75 points

Final Exam 75 points

Total Points 670

VII. COURSE OUTLINE WITH ASSIGNMENT SCHEDULE

Date     Wk     Topic     Assignment

1/8 1 Overview of course; the process of communication Text, Ch. 1

         Ethics and Public Speaking Text, Ch. 2

 

1/13 2 Listening & Analyzing the Audience Text, Ch. 3, 5

1/15 Dyadic Interviews & Intro Speeches

         Finish Intro Speeches, review Chs 1,2,3,5.

 

1/19 3 Holiday

1/20 Informational Speaking Text, Ch. 14

1/22 Choosing Topics & Gathering Material Text, Ch.s 4, 6

 

1/27 4 Supporting Materials Text, Ch. 7

1/29 Organizing your speech Text, Ch. 8

         Intros & Conclusions Text, Ch. 9

 

2/3 5 Outlining Text, Ch. 10

2/5    Sign up for informational speeches

         Informational speeches

 

2/10 6 Informational Speeches

2/12   Informational Speeches

        Informational Speeches

 

2/17 7 Informational Speeches

2/19 Informational speeches

        Informational speeches

 

2/24 8 Speaking to Persuade, Text, Ch. 15

2/26    Methods of Persuasion Text, Ch. 16

           Methods of Persuasion Text, Ch. 16

 

3/2 9  Review for Midterm, Chs. 1-10, 14

3/4 MIDTERM  Sign-up for Persuasive Speeches

 

3/8-3/13 SPRING BREAK

 

3/16 10 Using Language Text, Ch. 11

3/18    Delivery Text, Ch. 12

           Using Visual Aids Text, Ch. 13

 

3/23 11 Persuasive speeches

3/25 Persuasive speeches

         Persuasive speeches

 

3/30 12 Persuasive speeches

4/1    Persuasive speeches

 

4/6 13 Speaking in small groups Text, Ch. 18

4/8 Form Small groups

(4/9 Good Friday Holiday)

 

4/13 14 Small group work

4/15 Small group work

         Small group work

 

4/20 15 Small group presentations

4/22  Small group presentations

4/23 (last day of class)

 

4/26 Reading Day, Review for Final Exam

 

Final Exam week April 27-May 1.

VIII. COURSE REQUIREMENTS

Individual Speeches

Two formal five (5) minute presentations are required: an informational presentation and a persuasive presentation (both 5 minutes timed). Detailed instructions for the preparation of each speech will be given during class. One short (1-2 minute) informal speech of introduction is required. Condensed instructions are also available on my hope page under Informational Speech Instructions and Persuasive Speech Instructions. 

Evaluation forms for the two major speeches are also available on the web site. Evaluation forms for the informational speech are listed as Informational Speech Evaluation Forms and the evaluation forms for the persuasive speech are listed as Persuasive Speech Evaluation Forms. Be sure to run off a copy of each evaluation form, fill out the heading (your name, title of speech and date) and bring this form with you on the day you give your speech along with your outline. The evaluation form gives you a good idea of how you will be evaluated for the speech.

Written Assignments

Formal academic outlines are required for the two formal individual speeches. Instructions will be given for the construction of formal outlines. All outlines are to be typed and handed in on the day you give your speech. Each outline is worth 40 points. Outline instructions are summarized on this web site under Informational Speech.

Group Presentation

In the last quarter of the semester, students will form small groups for the purpose of designing and presenting a group presentation. The presentation will constitute the "task" of an organizational group. Presentation formats can vary, from a seminar format to a talk show format. The use of media can vary from a Power Point presentation (if we have a computer in the room) to a collage of photographs. Students will choose a topic of significance to a general audience on which they can assemble sufficient material.

Exams

There are two exams: a midterm and a final. The midterm will cover material in the first half of the course; the final covers material in the second half of the course. Exams are multiple choice, true/false, and matching questions. Each exam is worth 75 points (or one letter grade).

Supplemental Instruction

Supplemental Instruction Leaders will be available this semester to assist you in the preparation of your speeches and outlines. Jamie Broomfield is our supplemental instructor this semester. Her office hours are in the Library in Room 304 and are M: 10-11, T: 11-12, and TR: 10-11. You should attend her office hours or call to talk for the following:

(1) You have been trying to come up with a topic for your speech and you canít decide.

(2) You are uncertain how to organize your speech.

(3) You are having difficulty finding research material for your speech.

(4) You need help constructing your outline for the speech.

(5) You donít understand some part of the text.

(6) You donít understand some part of the lecture material.

(7) You missed class and want to know what you missed.

(8) You need help in studying for your exam.

(9) You are not getting along with a fellow student in your task group.

(10) You are having anxiety attacks about giving your speech.

Supplemental instruction has been utilized in approximately 900 colleges and has been found to consistently raise the grades of students who participated. Rather than stay in doubt, see your supplemental instructor and do well this semester.

Supplemental Instruction at FSU is supported by funds from Title III.

Class Policies

Good class participation means good attendance, contributions to class discussion, effective listening behavior. In a speech class, good class participation is similar to being a "good audience."

You are required to attend class regularly and participate in class as a member of the audience or as a contributor. Attendance is mandatory on days when you have been assigned an oral presentation, on exam days, and group presentation week. You are allowed three excused absences (with documentation) per semester. Every absence over three will result in a 2 point drop from your final grade. If an assignment, quiz, test, exercise, etc. is missed, makeup should occur by the next class period. All papers accepted after one week will be dropped 20%.

IX. TEACHING STRATEGY

A combination of learning techniques are used to involve students in the course: a lecture discussion approach which is less formal than a lecture approach; and an experiential approach wherein the students discover, through experience, some of the fundamental principles of effective communication. Students have opportunities to experience face-to-face communication in the dyadic interview and other in-class exercises, small group communication in the group project, and public communication in the three opportunities to communicate to the class audience as an individual speaker. Students also have the opportunity to work through the difficulties of learning the art of speaking in public by working with an older undergraduate who is a major in Speech as part of the Supplemental Instruction program.

X. BIBLIOGRAPHY

THE COMMUNICATION PROCESS

Dervin, B., Grossberg, L., OíKeefe, B. & Wartella, E., eds. Rethinking Communication: Paradigm Issues. Newbury Park, CA: Sage, 1989.

Littlejohn, S. W. Theories of Human Communication. Fifth Edition. Belmont, Calif.: Wadsworth Pub. Co., 1996.

INTRAPERSONAL COMMUNICATION

Booker, D. D. Making Friends with Yourself and Other Strangers. New York: Julian Messner, 1982.

May, R. The Meaning of Anxiety. New York: W. W. Norton & Co., 1977.

Rokeach, M. The Nature of Human Values. New York: Free Press, 1973.

Zimbardo, P. G. Shyness. Reading, Ma.: Addison-Wesley, 1977.

INTERPERSONAL COMMUNICATION

Bounden, N. lf You Could Hear What I Cannot Say: Learning to Communicate With the Ones You Love. New York: Bantam, 1983.

Rogers, C. Carl Rogers on Personal Power. New York: Delacorte Press, 1977.

Stewart, J. Bridges, Not Walls: A Book About Interpersonal Communication. New York: McGraw-Hill, 2001.

Swets, P. The Art of Talking So That People Will Listen: Getting Through to Family, Friends, & Associates. Englewood Cliffs, N. J.: Prentice-Hall, 1983.

LANGUAGE

Foss, S. & Foss, K. Women Speak: The Eloquence of Womenís Lives. Skokie, Il.: Waveland Press, 1991.

Gleason, L. B. The Development of Language. Columbus, OH: Merrill, 1989.

Greenberg, J. H., ed. Universals of Language. Cambridge, Mass.: MIT Press, 1963.

Pinker, S. The Language Instinct: How the Mind Creates Language. New York: HarperCollins, 1994.

Whorf, B. L. Language, Thought and Reality. Cambridge, MA: MIT Press, 1956.

NONVERBAL COMMUNICATION

Argyle, M. Bodily Communication. New York: International Universities Press, 1975.

Knapp, Mark. Nonverbal Communication in Human Interaction, 2nd ed. New York: Holt Rinehart and Winston; 1978.

Hall, E. T. The Silent Language. Garden City, NY: Doubleday, 1959.

Henley, N. M. Body Politics: Power, Sex, and Nonverbal Communication. Englewood Cliffs, NJ:

Prentice-Hall, 1977.

Mehrabian, A. Nonverbal Communication. Chicago, Il.: Aldine, 1972.

PUBLIC SPEAKING

Carnegie, D. How to Develop Self-Confidence and Influence People by Public Speaking. NY: Simon & Schuster, 1976.

Esposito, J. E. In the Spotlight: Overcome Your Fear of Public Speaking and Performing. Chicago: Midpoint Trade Books, Inc., 2000.

Noonan, P. On Speaking Well: How to Give a Speech with Style, Substance, and Clarity. CA: HarperCollins Publishers, Inc., 1999.