COURSE NUMBER: COM 161


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COM 161

I. TITLE: Introduction to Public Speaking

II. CATALOG DESCRIPTION: Organization and presentation of ideas through participation in frequent speech activities. Students present speeches to inform, solve problems, and persuade. Communication needs of the individual students are considered and guidance is given by the instructor. Will not satisfy requirements for speech communication major or minor.

III. PURPOSE: The purpose of this course is to produce understanding of basic public speaking principles. Additionally, this course will help enhance the following skills through direct application and constructive feedback: critical thinking, listening, delivery, audience analysis, topic selection, organization of thoughts, use of visual aids, etc.

This course reflects at least four of the characteristics of the MSU graduate, a student who can:

1. Engage in mature, independent thought and express that thought effectively in oral and written communication. Students are required to research, write, and present five original speeches during the semester. Instructor, self, and peer evaluations are used to promote effective skill development.
2. Since extemporaneous speaking is required, the students do not engage in writing manuscript speeches. Rather the process of outlining is taught in an organizational pattern appropriate to the specific purpose of the speech.
3. Apply sound standards of analysis and evaluation to reach logical decisions. Students spend approximately four weeks studying logic and reasoning as they relate to persuasive speaking. Not only will students apply this kind of critical thinking to the development of their own speeches, but also students will apply it to evaluations of their classmates’ speeches. The type of analytical thinking required is also applied to evaluations of television commercials, political speeches, or other types of persuasive messages.
4. Understand the dynamics of cultural diversity, of competing economic and political systems, and of complex moral and ethical issues. Students learn about cultural diversity in at least two ways during this course. First, because COM 161 is communication intensive by nature, students interact with their classmates and learn about their cultural backgrounds. In this case, the diversity represented may be students from distant states or foreign countries. Secondly, one informative speech assignment requires students to work in groups, select a culture to study, divide the culture into subparts (e.g., religious beliefs, dress, holidays, food, government), and present individual speeches which address each subpart in a distinct, yet related fashion. As a result, students learn about a variety of cultures, some obscure, some more mainstream. Moral and ethical issues are also addressed in terms of ethical speaking, listening, and writing practices. All lab sections include the assignment on other cultures. As a group, students identify a culture and then select possible aspects of that culture to use as topics for their individual speeches. The culture acts as an "umbrella topic" which is individually narrowed so that each speech could stand alone. If the culture is represented by students or faculty on campus, 161 students are encouraged to seek these individuals out as possible source material.

EXAMPLES:

— Group identifies AUSTRALIAN CULTURE speech topics might include: * Koala bears
* Preparation for Sydney’s 2000 Olympics
* Aborigines
* Kangaroos -- Group identifies MUSIC CULTURE Individual speech topics might include: * Beethoven/Baroque
* New Age Artists
* Industrial Music
* Janis Joplin 5. Understand the nature of responsible citizenship and pursue and active role in a democratic society. A democratic society, one ruled "by the people," has its roots in rhetoric and depends upon vigorous discourse for survival. This introductory course should provide preparation for wise consumption of rhetorical messages and basic skills development for active involvement via effective speech making. IV. COURSE OBJECTIVES:
1. Gain understanding about the communication process.
2. Conduct audience analyses.
3. Select and adapt a topic to meet the needs and interests of an audience.
4. Demonstrate the ability to collect, analyze, and use information to develop and adapt messages for particular audiences, purposes, and settings.
5. Describe and evaluate one’s own speeches and the speeches of others.
6. Develop delivery skills by using voice, body, and gestures effectively in speeches.
7. Accept the view of public speaking as a dialogue with an audience.
8. Speak competently, confidently, and ethically in public communication situations.
9. Improve listening skills.

As an elective course in the University Studies Program, COM 161 addresses the following criteria:
1. Contribute to the knowledge and skills necessary to develop the "Characteristics of the Murray State Graduate." (See Section III above.)

2. Introduce students to fundamental concepts and ways of knowing in various disciplines. As a 100 level, University Studies course, COM 161 students will represent various disciplines from across the campus resulting in shared interdisciplinary knowledge via interaction and formal speeches. Additionally, the required speaking assignments will enable students to demonstrate "ways of knowing" that are typically relevant to all disciplines: personal experience, casual reading, in—depth research, media consumption, internet access, personal interviews, critical listening, etc.

3. Promote interdisciplinary understanding by clarifying how the content and methods of a discipline contribute to an understanding of its function in society. All communication is composed of two threads: content and relationship. The content (or information) is what the event is about. The relationship is the connection that happens between people as they communicate. COM 161 attempts to teach students how to effectively share information with others in more formal contexts while creating the appropriate type of communication climate (relationship) in the process. The related cognitive, affective, and psychomotor development which occurs in this classroom is correlated to broader societal applications.

4. Emphasize international perspectives whenever possible. Because communication style is influenced by cultural background, COM 161 addresses differences in delivery and how those differences have the potential to influence understanding. Although one delivery style is promoted in class, diverse presentational styles are acknowledged and discussed as viable alternatives given specific contextual conditions. Additionally, students are encouraged to present speeches which address international issues or perspectives, particularly when having related personal experiences, (i.e., an international student addressing his/her capital city, student who has studied abroad, student who has hosted an international student, student who has participated in a mission experience in another country, etc.).

V. CONTENT OUTLINE:

Week 1 Speaking in Public; Ethics Lab: Introductory Speeches; preassessment Week 2 NO LECTURE Lab: Exercises; assign BAG speech Week 3 Speaking to Inform; Selecting a Topic & Purpose Lab: BAG SPEECH Week 4 Gathering Material; Supporting Your Ideas Lab: Supportive Material Exercises Week 5 Organizing the Body; Outlining the Speech Lab: Outlining Exercises Week 6 Delivery; Using Visual Aids Lab: SPEECH TO INFORM Week 7 Introductions & Conclusions; Listening Lab: Exercises Week 8 Analyzing the Audience Lab: Exercises on audience analysis Week 9 Using Language; "I Have a Dream" speech Lab: SPEECH TO INFORM Week 10 SPRING BREAK Week 11 Speaking to Persuade Lab: Exercises on Monroe’s Motivated Sequence/claims Week 12 Methods of Persuasion
Lab: Conduct audience analysis; exercises on Persuasive Speaking Week 13 Speaking on Special Occasions; Outside Speaker Evaluations Due Lab: SPEECH TO PERSUADE Week 14 Speaking in Small Groups Lab: SPEECH TO PERSUADE; small group exercises Week 15 Impromptu Speaking
Lab: IMPROMPTU SPEECH Week 16 Review
Lab: SPECIAL OCCASION SPEECH FINAL EXAM - May 3 - 1:00 VI. INSTRUCTIONAL ACTIVITIES: Lecture/discussion, group activities, speeches, videotape review and speech analysis
As an elective course in the University Studies Program, COM 161 addresses the following criteria:

1. Promote student engagement in and responsibility for learning through the use of active learning methodologies (use of group discussions, student projects, and teamwork, etc.) and focus on thematic, problem solving, or issue oriented approaches whenever possible. COM 161 is built on this criterion. Students cannot learn effective public speaking skills or demonstrate competency without actively engaging in the learning process. Group discussions, group speeches, individual speeches, and experiential activities are routinely used. The informative speech (a thematic assignment) requires students to work in groups, select a culture to study, divide the culture into subparts (e.g., religious beliefs, dress, holidays, food, government), and present individual speeches which address each subpart in a distinct, yet related fashion. The persuasive speaking assignment requires students to select a topic and attempt to persuade the audience to accept their position as the one most appropriate for solving a problem or analyzing/evaluating a policy.
2. Require a significant amount of reading, writing, speaking and critical thinking as appropriate to the course. COM 161 students are required to read the textbook, listen to lectures, write speeches and outlines, and engage in experiential learning activities which frequently involve all communication skills. Appropriate feedback skills are also taught as part of the communication process and enacted through peer evaluation of student speeches.
"Writing a speech" means outlining it. A complete sentence "Preparation Outline" of the speech is turned in on the student’s speaking day. It is evaluated as one component of the overall speech evaluation. The student is encouraged to speak from a "Speaking Outline" which is briefer than the Preparation Outline and cues his/her delivery. This outline is not evaluated.
Students are required to read the text and respond to weekly quizzes testing their comprehension. The quizzes include, in part, questions which require critical thinking.

EXAMPLE QUESTION:
"The topic of Erin’ s speech is aroma therapy. On the day of her speech she is nicely dressed and walks assertively to the podium. In her introduction she indicates that she has long been interested in the topic; has done considerable research; and reveals that recently a family member has undergone aroma therapy to relieve stress. All of these factors speak to Erin’s:
A. extemporaneous delivery B. credibility C. preparedness D. ethics
Exemplary speeches are also read, discussed and analyzed. (i.e. Martin Luther King, Jr.’s "I Have a Dream" speech.)
- Writing is evaluated in the form of the outlines turned in with their speeches. Each student is also required to attend a public presentation outside of class and submit a written analysis based on the criteria for effective public speaking learned in class. These papers demand critical thinking as well as effective writing skills and are evaluated as a part of the student’s grade.
- Opportunities for critical thinking as well as critical listening are also provided in the requirement of having to react to the speeches of fellow students in "peer evaluations". These peer evaluations are in turn evaluated by the instructor.
- Because of the number of students, essay exams are not given in the lecture. In order for 16 students to each give 5 formal speeches and engage in evaluation, lab time must be devoted to skill development and presentation.
3. Promote use of computer technology. COM 161 students are encouraged to use the Internet for research purposes as well as a source of topic generation. The use of computerized visual aids created from various software programs (e.g., PowerPoint) is also encouraged.
- The availability of equipment in the department is minimal, but we’re fortunate to have relatively new video recording equipment to tape the speeches, allowing students to watch and evaluate their presentations.

VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: Observation and written evaluation of a professional speaker on campus

VIII. RESOURCES: MSU Library, textbook, overhead transparencies, handouts, videotapes, Internet and lab assistants

IX. GRADING PROCEDURES:
The final grade for COM 161 will be an average based upon all non-performance and performance assignments. ALTHOUGH LAB POINTS and LECTURE POINTS ARE ADDED TOGETHER TO DETERMINE THE COURSE GRADE, A FAILING SCORE (BELOW 60%) IN EITHER LECTURE OR LAB WILL RESULT IN A FAILING GRADE FOR THE COURSE.

The GRADING SCALE is: 90—100 = A; 80—89 = B; 70—79= C; 60—69 = D; Below 60 = E

The GRADED ASSIGNMENTS are:
Non—performance: Quizzes at each lecture (30)                                      360
Outside speaker evaluation                                         35
Final examination                                                      110 Performance: Speech #1 (ungraded) It’s in the Bag Speech              10
Speech #2 Informative — Demonstration                    75
Speech #3 Informative                                              100
Speech #4 Persuasive                                               125
Speech #5 Special Occasion                                     100
Peer evaluations — 4 at 5 points each                         20
Self evaluations — 4 at 5 points each                          20
Impromptu speech                                                      15
Final Self-Evaluation (Based on a review of all
taped speeches, a written overview of progress
throughout the semester                                             20 Total                                                                                            990

As an elective course in the University Studies Program, COM 161 addresses the following criterion:
Establish high academic standards. Because this course has a dual goal: to develop cognitive understanding of the speech making process and to develop pyschomotor skills related to speech delivery, students must earn passing scores in both the lecture section (covering cognitive development) and the laboratory section (covering psychomotor development). Because students must demonstrate both types of competencies to pass the class, appropriate academic standards are maintained. Additionally, faculty teaching this course receive instruction on the meaning of speech grades and criteria used for evaluating speeches (see below) in an effort to prevent grade inflation.
— Criteria used for evaluating speeches:
The Average Speech (Grade C) should meet the following criteria:

1. Conform to the kind of speech assigned (informative, persuasive, etc.)
2. Be ready for presentation on the assigned date
3. Conform to the time limit.
4. Fulfill any special requirements of the assignment -such as preparing an outline, using visual aids, conducting an interview, etc.
5. Have a clear specific purpose and central idea
6. Have an identifiable introduction, body, and conclusion
7. Show reasonable directness and competence of delivery
8. Be free of serious errors in grammar, pronunciation and word usage. The Above Average Speech Grade B) should meet the preceding criteria and also: 1. Deal with a challenging topic
2. Fulfill all major functions of a speech introduction and conclusion
3. Display clear organization of main points and supporting materials
4. Support main points with evidence that meets the tests of accuracy, relevance, objectivity, and sufficiency
5. Exhibit proficient use of connectives - transitions, internal previews, internal summaries, and signposts
6. Be delivered skillfully enough so as not to distract attention from the speaker’s message. The Superior Speech (Grade A) should meet all the preceding criteria and also: 1. Constitute a genuine contribution by the speaker to the knowledge or beliefs of the audience
2. Sustain positive interest, feeling, and/or commitment among the audience
3. Contain elements of vividness and special interest in the use of language
4. Be delivered in a fluent, polished manner that strengthens the impact of the speaker’s message. The Below Average Speech (Grade Dor F) is seriously deficient in the criteria required for the C speech — The lecture section is an hour and 50 minute session serving 130 students. The lecture is delivered on Mondays by the Director of the Basic Courses or a faculty member in the department. During that session major concepts of public speaking are addressed such as organization, topic selection, audience analysis and delivery.
— The students are also registered for an hour and 50 minute lab section meeting either on Tuesday or Wednesday. These sections each serve 16 students and are conducted by graduate assistants. They provide students with exercises which demonstrate, supplement and/ allow opportunity for the students to practice the concepts explained in the lecture. Speeches are delivered and evaluated in these lab sections.
- Self-contained sections of the class (lecture and lab combined) typically meet in three different time formats: a 90 minute session twice a week (with an average of 25 students per class), a 1/2 semester 3 hour session meeting twice a week (with an average of 15 students per class) and a weekender meeting 5 weekends during the semester (with an average of 15 students per class). These sections are taught by regular and adjunct faculty and, aside from different time parameters, follow the same structure. X. ATTENDANCE POLICY: Class time focuses on the understanding of principles and concepts of public speaking. Quizzes will be used to ascertain mastery in the mass lecture, whereas, written assignments, class participation, and speeches will be used in the lab sections. There will be NO MAKE—UPS for any of the quizzes, speeches or final exam. Because quizzes will be given at every lecture meeting, and oral presentations and/or written assignments will be made at every lab meeting, attendance is critical. Assignments are due on the designated date; late assignments will not be accepted. Exceptionswillonlybemadeinextreme circumstancesat theprofessor’sdiscretion. When absences are due to a University activity (sports, theatre performance, etc. ) work must be made up in advance and speeches must be scheduled accordingly. It is your responsibility to notify the professor of these absences at least 1 week prior to their occurrence to allow adequate time for rescheduling. FOUR(4) ABSENCES RESULT IN COURSE FAILURE.

XI. ACADEMIC HONESTY POLICY: Academic misconduct, which includes cheating and plagiarism, will not be tolerated. Cheating on an exam will result in a failing grade. Plagiarism is defined as presenting someone else’s work as if it were your own. Using "file speeches" is a form of plagiarism. Using a plagiarized speech will result in a failing grade.

XII. TEXT AND REFERENCES: Lucas, Stephen E. (1995). TheArtof Public Speaking, 6th Ed., New York: McGraw - Hill.

XIII. PREREQUISITES - None
"The Department of Speech Communication and Theatre supports all applicable Equal Employment Opportunity Commission (EEOC) and Murray State University policies including prohibited discrimination and sexual harassment. If you ever feel you are a victim of policy violation, or if others inform you of such violations, please inform me or Dr. Mayes (Chair) Wilson 312; ph 4483)."

Last updated February 14, 2000. Designed and maintained by Kyosung Koo