a university of north florida course syllabus – fall 2016 ...€¦ · fundamentals of speech –...

A University of North Florida Course Syllabus – Fall 2016

Fundamentals of Speech – SPC 2608 Melissa Weaver

Instructor Information: Name: Melissa Weaver UNF email & via Canvas Phone: 404-432-7221 NOTE – Calling hours M-F 9-5 pm EST

NOTE - I will return messages within 24 hours Office Hours: MW 6-7 pm immediately following our class meeting or by appointment Required Textbook:

Title: A Speaker's Guidebook, Text and Reference Author: Dan O'Hair, Rob Stewart, and Hannah Rubenstein Publisher: Macmillan Learning Edition: 6

• ISBN-10: 1-4576-6353-8 • ISBN-13: 978-1-4576-6353-6

Additional Required Class Material: Copy of the syllabus: Print from canvas and bring it to class everyday Internet Access: High speed internet access that will allow you to work in canvas regularly Course Description: This class focuses on communicating in public. We will focus on how to plan and present a public presentation. Important in this part of the course will be performing the skills we learn, based on developing a speech, adapting to all audiences, using appropriate verbal and nonverbal communication, using appropriate technological/visual tools to help get messages across, and creating informative, invitational, persuasive and commemorative messages. Each of us has a role to fulfill with attached responsibilities. Mine is to facilitate the course and bring “real world” value to the topic.

Yours is to learn as much as you can so that you can apply it. Learning Outcomes: The Department of Communication's mission is to create and disseminate knowledge about human and mass-mediated communication processes through high-quality teaching, research, and service to the community. Our graduates will be able to demonstrate the following learning outcomes, known as the North Florida Nine (we will focus on 6 of the 9 for this course). 1. Communicate effectively: Communicate clearly and accurately through written, oral, and mediated forms appropriate to the study of communication and professional practice (introduce, reinforce). 2. Think critically: Conduct reasoned evaluation of information to assess its relevance, accuracy, purpose, and meaning (introduce, reinforce). 3. Conduct valid research: Apply research methods appropriate to the communication professions to address relevant communication problems. Such methods include quantitative and qualitative research applied in primary and secondary research (introduce). 4. Utilize appropriate technologies: Apply the tools and technologies of the communication professions in the creation and dissemination of messages appropriate for professional practice (introduce, reinforce). 5. Embrace diversity: Demonstrate an understanding of the diversity of both domestic society and the peoples and cultures of global society and of the significance and impact of mass communications in society (introduce). 6. Practice ethically: Demonstrate an understanding of professional ethical principles and the Course Objectives:

• Be a more effective and ethical oral communicator with less public speaking anxiety. • Have an increased understanding of speech communication as a means of influencing behavior. • React logically and spontaneously to different types of communication behavior. • Have enhanced listening skills. • Understand and practice theories of selecting, analyzing, evaluating, organizing, developing, and communicating information,

evidence and points of view. • Critically evaluate speeches (your own and peers). • Course Requirements:

Participation, class attendance, absence policy, missed assignments: For the most part public speaking is not a lecture class. Majority of class time will be spent on in-class presentations. Therefore, class attendance is mandatory. Excessive absences will affect your final grade. For a Tuesday/Thursday or Monday/Wednesday class you are entitled to three (3) absences for ANY reason, including sickness, funeral, emergency, work related and school sponsored etc. Each additional absence, beyond the number allowed, will result in a 10% reduction of your final grade. In addition, vacations and classes missed due to arrest will NOT be considered an excused absence.

It is your responsibility to contact the instructor regarding absences or missed assignments (preferably before the absence has occurred). Since assignments such as presentations and exams are announced in advance, a make-up will only be allowed without penalty in the case of documented illness/crisis or with prior consent from the instructor. Please remember that official documentation from your physician is required in order to make up work without penalty. Deadlines and late work: All written and oral assignments are due on the dates listed on the syllabus and announced in class. All work is due at the beginning of class. Late work will be penalized 1 letter grade per class day late. If you must be absent on the date of an assignment, you should email it to me by the class it is due. If you are participating in an athletic, academic, or religious event that will keep you from coming to class on a day that an assignment is due, you must complete your assignment, including speeches, early to avoid penalty. Printing/computer/disk problems are NEVER an acceptable excuse for late work (this includes speeches). Save work often and print it out if you’ve made significant progress/edits. Definitions of Excused Absences (all of these require written documentation to verify your excuse when you come back to class): Religious holidays (only the holiday); documented, dated, necessary medical excuse or official documented legal excuse (a dated doctor’s note or prescription); death in the family; car accidents; course-related activities for other university activities; university competitive events (athletes, not fans); paid employment (if your supervisor requests the absence in a signed letter on business letterhead). Definitions of Non-Excused Absences: Social events; entertaining out of town guests, meetings (other classes/professors/roommate problems, etc); holiday/travel plans; weddings (unless it’s YOUR wedding), family emergencies if no letter from the Dean of Students; couldn’t find a parking spot, bus was late, ran out of gas, etc.; out of town and having problems getting back due to weather, bus/car problems, etc.; parent/friend/pet is ill. Speech Dates: Failure to show up to class on your speech day, barring an unforeseen true emergency, will result in a “0” for that speech grade or appropriate late penalty (1 letter grade per class day late), which means then that you may need to withdraw from

the class to avoid earning an “F”. Technology failures, missed plane flights, being put in jail, “not knowing you were going that day”, etc… are not excuses for not being prepared/in attendance to give your presentation. If you miss your speech day due to an emergency/severe illness, you MUST immediately email me/drop off your completed outline/reference page to me or the Communication Department so I can see you would be otherwise ready to present to avoid penalty. You must have proper documentation (i.e. police report, hospital admissions, etc.) in order to make up the missed speech without penalty. Failure to do so forfeits your possibility of a make-up without penalty. Do NOT come to me asking for more time to work on your presentation. You’ve had the same amount of time as others who chose to speak the same day as you. Quality, Professionalism, and Competent Communication: This class is preparing you for success in a professional setting. Therefore, when you are speaking or writing for this class, or even emailing the professor, the expectations will be as high as they would be IN a professional setting. All assignments turned in will be typed. Spelling, grammar, appearance, and demeanor will count. So…look and act the part of a professional. Always proofread your work before turning it in to me. Pay attention to and participate in group activities, presentations, and other classroom exercises. Avoid unnecessary disruptions during class such as cell phones, private conversations, reading newspapers, and doing work for other classes. Class Content When Absent: If you are absent, it is your responsibility to get the notes, assignments, etc. from a classmate. Absences are NOT an excuse for missing an announcement or missing a due date. Students are responsible for finding out information relating to course schedule changes. Respect & Common Courtesies: The material and discussions that will be presented in this class calls for the voicing of opinions from multiple backgrounds. Please let us hear your voice! But, also let us hear others. If you speak over, verbally attack others, or attempt to rationalize how one group is better, above, or below any other group you will be dismissed from this class immediately. This applies to race, ethnicity, class, religion, sex, physical ability and sexuality. If, at any point in class you find yourself uncomfortable, unsafe, or disrespected, I ask that you send me an email or talk with me directly. My first concern is your well-being and providing a safe classroom environment. Class Communication: I will use Canvas to communicate with you throughout the semester. It is your responsibility to check your Canvas mail often to ensure you receive all class updates from me. I strongly suggest checking your Canvas mail 5 days a week. Not checking the mail tool regularly could mean that you miss important class information and updates.

Student conduct during class: Common courtesy is expected. All cell phones, pagers, palm pilots, etc, must be turned off during class time to avoid unnecessary interruptions. Also, because this class is largely made up of presentations it is disrespectful to walk into class late. When students are tardy they interpret the presentations of other students. If you find you are going to be late to class please do not knock on the door or enter the room during a presentation. Most importantly, attendance will be taken at the beginning of class. Any student who is late will be counted absent for that class period and will not be permitted to enter that class. This includes days when students are scheduled to give a speech. Any student who is late on a speech day will not be allowed to enter the class to present their speech. The student will receive a zero for the assignment or appropriate late penalty, unless appropriate documentation can be supplied to support their tardiness. Out of Class Conferences: Please feel free to visit during my office hours or contact me for an appointment. Testing Policy: All cell phones should be turned off and put away during a test. Latecomers will not be allowed to take a test if at least one student has completed the test and left the room. All exams (including the final) will be given at the beginning of the assigned class time. Many of your tests may be given online via blackboard. When taking an online test you should prepare in the same manor as you would a paper test. Test will cover the chapters represented on the class syllabus. For online test you will be given a time limit and date range to complete the test. Test not completed by the specified time and date will result in a score of zero. Also, we may not have time to cover all chapters represented on your test in class. Therefore, it is your responsibility to read and study this material. It will appear on your test. Grading Sheets/rubrics: It is your responsibility to keep up with your grading sheets. The instructor does not carry extra grading sheets to each class period. If a student is scheduled to give a speech and does not have a grading sheet, he or she will receive a zero for that speech. Laptop Policy: Laptops are permitted in class for note taking purposes only. Any student using a laptop in class must sit in the front row during lecture time. In addition, any student caught surfing the web, checking e-mail, or doing anything aside from taking notes will lose their privilege to use a laptop in class for the remainder of the term.

Class Roll: Attendance is taken daily in public speaking. It is your responsibility to sign your name to the roll. No student will be permitted to sign the roll late or on an alternate day. Class Content When Absent: If you are absent, it is your responsibility to get the notes, assignments, etc. from a classmate.

Absences are NOT an excuse for missing an announcement or missing a due date. Students are responsible for finding out information relating to course schedule changes. Academic Integrity: Cheating, plagiarism, and academic dishonesty will not be tolerated. Please refer to the Communication Department Academic Dishonesty Guidelines (Spring 2004) for definitions, examples, and possible disciplinary actions. According to UNF policy, academic dishonesty is defined as but not limited to dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others; hindering the academic work of other students; misrepresenting academic or professional qualifications within or without the University. You must do original work and properly cite all sources. If you are suspected or found to be in violation of academic integrity, severe sanctions may be imposed. Students who cannot verify a source, plagiarize, or cheat will receive an F in the course. Other sanctions may include filing a formal complaint with the university and being expelled from the university. Many students are not sure exactly what “your own work” means, so, please read again the information on plagiarism and cheating from your student handbook. Aside from copying work, plagiarism includes incorrectly citing sources or presenting someone’s information as your own, without crediting the source. To avoid this, you should carefully make notes to keep track of where your information came from. In written form, you must use quotation marks when referring to another’s work. In a speech where you are paraphrasing, you can say “According to... (give name)...” It does not take much effort to make sure you follow the rules for using another’s thoughts. Students with Disabilities: Students with disabilities who seek reasonable accommodations in the classroom or other aspects of performing their coursework must first register with the UNF Disability Resource Center (DRC) located in Building 57, Room 1500. DRC staff members work with students to obtain required documentation of disability and to identify appropriate accommodations as required by applicable disability laws including the Americans with Disabilities Act (ADA). After receiving all necessary documentation, the DRC staff determines whether a student qualifies for services with the DRC and if so, the accommodations the student requires will be provided. DRC staff then prepares a letter for the student to provide faculty advising them of approved accommodations. For further information, contact the DRC by phone (904) 620-2769, e-mail [email protected], or visit the DRC website www.unf.edu/drc Military & Veteran Students: Military and veteran students may need both physical and academic accommodations and may contact the DRC to find further information. Military and veteran students who return from combat exposure may be utilizing the

post 9/11 GI bill to continue postsecondary education goals. Contact Military and Veterans Resource Center by phone (904) 620-2655 or e-mail [email protected]

Grades: The components which contribute to your grade are: TRADITIONAL Assignment Score Percentage Self-Introduction Speech 10% Impromptu Speech 10% Test 1 10% Test 2 10% Informative Speech (100 points) Outline (25 points) Reference Page (25 points)

25%

Persuasive Speech (150 points) Outline (25 points) Reference Page (25 points)

25%

Comprehensive Final Exam 10% Grading Scale 90-100 = A 80-89= B 70-79 = C 60-69 = D Below 60=F ***These percentages only apply when students meet attendance policies. Not meeting the attendance policy may reduce a student’s grade.

Syllabus for Fundamentals of Speech All reading assignments may be changed through addition, deletion, or rearrangement. If there are any changes, I will give advanced

warning; however, all reading and speaking assignments must be completed by the dates indicated. WEEK ONE: Monday, August 22: Introduction to course, syllabus, & instructor Wednesday, August 24: Chapter 1, “Becoming a Public Speaker” WEEK TWO: Monday, August 29: Chapter 3, “Listeners and Speakers” Wednesday, August 31: Chapter 2, “Giving it a Try: Preparing Your First Speech” WEEK THREE: Monday, September 5: NO CLASS – LABOR DAY Wednesday, September 7: Chapter 4, “Ethical Public Speaking”

Chapter 5, “Managing Speech Anxiety” *Sign up for self-introduction speech date WEEK FOUR: Monday, September 12: Self Introduction Speeches Wednesday, September 14: Self Introduction Speeches WEEK FIVE: Monday, September 19: Self Introduction Speeches Wednesday, September 21: Chapter 6, “Analyzing the Audience”

Chapter 7, “Selecting a Topic and Purpose” WEEK SIX:

Monday, September 26: Exam 1 Chapters 1-7 online Wednesday, September 28: Chapter 11, “Main Points, Supporting Points, and Transitions

Chapter 12, “Types of Organization Arrangements” Chapter 13, “Types of Outline Formats” WEEK SEVEN: Monday, October 3: Chapter 14, “Developing the Introduction”

Chapter 15, “Developing the Conclusion” Wednesday, October 5: Guest Speaker – Library Lecture Discuss the Impromptu Speech WEEK EIGHT: Monday, October 10: Exam 2 Chapters 11-15 & 27 online Wednesday, October 12: Impromptu Speeches WEEK TEN: Monday, October 17: Impromptu Speeches Wednesday, October 19: Chapter 23 “Informative Speaking”

*Sign up for Informative Speech Date WEEK ELEVEN: Monday, October 24: Informative Speech Review Day-Bring outline to class Wednesday, October 26: Informative Speeches WEEK TWELVE: Monday, October 31: NO CLASS – TRICK OR TREAT Wednesday, November 1: Informative Speeches WEEK THIRTEEN: Monday, November 7: Informative Speeches Wednesday, November 9: Chapter 24, “The Persuasive Speech”

Chapter 25, “Developing Arguments for Persuasive Speech” Chapter 26, “Organizing the Persuasive Speech” *Sign up for persuasive speech date

WEEK FOURTEEN: Monday, November 14: Persuasive Speech Work Day – No Class Wednesday, November 16: Persuasive Speeches WEEK FIFTEEN: Monday, November 21: Persuasive Speeches Wednesday, November 23: NO CLASS – THANKSGIVING HOLIDAY WEEK SIXTEEN: Monday, November 28: Persuasive Speeches Wednesday, November 30: Persuasive Speeches WEEK SEVENTEEN: Monday, December 5: Comprehensive Final Exam - online Wednesday, December 7: Contingency Day-Used only if needed

Self-Introduction Speech For this speech you will be introducing yourself to the class. You should choose a visual aid to incorporate into your speech. Your presentation should be 3-5 minutes in length. A presentation that falls short of or exceeds the time limit will be penalized one point for every 30 seconds over or under. You should incorporate at least five sources in your speech. Only one of you sources can be a random internet source. Sources from scholarly databases such as Galileo or ProQuest are not considered random. However, all sources that have not been edited or peer reviewed are considered random. The goal of this assignment is to adapt your topic to the audience, use a clear presentational pattern, present an extemporaneous speech, and formulate an outline that you will turn in prior to giving your speech. You may use note cards or a copy of your outline to present your speech. Please do not attempt to type your speech out word for word. Using a word for word outline can result in reading directly from you paper and will result in a point deduction.

Evaluation of the self introduction speech will focus on organization, content, and delivery. Specifically, the following speech structures will be evaluated:

Introduction Captured audience attention Establish credibility

Clear preview Transitions Smoothly move between main ideas

Body (Main points and supporting points) Clear organization Conclusion Review main ideas

Summarize speech (memorable/creative) Delivery Eye contact

Gestures/nonverbal behavior Dressed appropriately

Generally effective and extemporaneous

Self-Introduction Speech Name: _______________________ Total Score: _________/50 Date: ________________________ Topic: _______________________

I. Parts of Speech: a. Introduction: ________5pts

i. Captured audience’s attention Improve attention getting technique ii. Clear preview or road map Include a preview

iii. Tone of speech proper for speech type Change tone of speech

b. Body: ________5pts i. Key points expressed Fully develop all key points

c. Conclusion: ________5pts

i. Reviewed major points Review main points ii. Provided memorable, creative conclusion Improve concluding remarks

iii. Appropriately transition from body to conclusion Improve transitions

II. Content and Language: ________10pts a. Content:

i. Content appropriate for speech topic Increase content or choose more appropriate information

b. Language: i. Clear, concise, colorful Include vivid language

ii. Creative, culturally sensitive Improve creativity Become more culturally sensitive

III. Organization: _________10pts i. Internal summaries between major points Include internal summaries

ii. Clear transitions Include transitions iii. Clear organizational pattern Improve organization

IV. Delivery: _________10 pts

i. Eye contact Increase eye contact ii. Gestures/Nonverbal behavior Include nonverbal behavior

iii. Vocally express and conversational Vocal variety needed iv. Avoid nervous habits Control nervous mannerisms v. Dressed Appropriately Dress more professionally

vi. Generally effective and extemporaneous Become more conversational extemporaneous

vii. Avoid the use of filler words Reduce/eliminate use of filler words

V. Time: _________ 5 pts i. Within time limit Add additional content

Reduce information Total Score: ________________

VI. Comments:

Impromptu Speech Impromptu speaking is characterized by speaking “off the cuff” or speaking with little or no preparation. For this speech you will have two minutes to prepare a speech based on a topic you have received in class. When you arrive to class on impromptu speech day, you will be given a topic and have two minutes to plan and prepare. You will then move to the front of the room to present your speech. All impromptu topics are lighthearted and broad. They do not require specific knowledge of any content area. We will discuss this speech more during our class meetings. You are expected to speak for 2-3 minutes. You will receive a one point penalty for every 30 seconds over or under. Sample topics could include:

• Tell me about your first date • If you won the lottery what would you do • My favorite food is….

Evaluation of the impromptu speech will focus on organization and delivery. Specifically, the following speech structures will be evaluated:



Body (Main points and supporting points) Clear organization Conclusion Review main ideas




Impromptu Speech Name: _______________________ Total Score: _________/50 Date: ________________________ Topic: _______________________

VII. Parts of Speech: a. Introduction: ________5pts

i. Captured audience’s attention Improve attention getting technique ii. Clear preview or road map Include a preview

iii. Tone of speech proper for speech type Change tone of speech

b. Body: ________5pts i. Key points expressed Fully develop all key points

c. Conclusion: ________5pts

i. Reviewed major points Review main points ii. Provided memorable, creative conclusion Improve concluding remarks

iii. Appropriately transition from body to conclusion Improve transitions

VIII. Content and Language: ________10pts a. Content:

i. Content appropriate for speech topic Increase content or choose more appropriate information

b. Language: i. Clear, concise, colorful Include vivid language

ii. Creative, culturally sensitive Improve creativity Become more culturally sensitive

IX. Organization: _________10pts

i. Internal summaries between major points Include internal summaries ii. Clear transitions Include transitions

iii. Clear organizational pattern Improve organization

X. Delivery: _________10 pts i. Eye contact Increase eye contact

ii. Gestures/Nonverbal behavior Include nonverbal behavior iii. Vocally express and conversational Vocal variety needed iv. Avoid nervous habits Control nervous mannerisms v. Dressed Appropriately Dress more professionally


vii. Avoid the use of filler words Reduce/eliminate use of filler words

XI. Time: _________ 5 pts i. Within time limit Add additional content

Reduce information Total Score: ________________

XII. Comments:

Informative Speech For this speech you will be informing or teaching us about a topic of your choice. Your presentation should be 5-7 minutes in length. A presentation that falls short of or exceeds the time limit will be penalized one point for every 30 seconds over or under. You should incorporate at least five sources in your speech. Only one of you sources can be a random internet source. Sources from scholarly databases such as Galileo or ProQuest are not considered random. However, all sources that have not been edited or peer reviewed are considered random. The goal of this assignment is to adapt your topic to the audience, use a clear presentational pattern, present an extemporaneous speech, and formulate an outline that you will turn in prior to giving your speech. You may use note cards or a copy of your outline to present your speech. Please do not attempt to type your speech out word for word. Using a word for word outline can result in reading directly from you paper and will result in a point deduction. Examples of Topics:

• Favorite sport • Favorite vacation spot • Teach us how to make something

Evaluation of the informative speech will focus on organization, content, and delivery. Specifically, the following speech structures will be evaluated:



Body (Main points and supporting points) Clear organization Credible sources

Conclusion Review main ideas




Sample Outline for Informative

Title: The Microbrewing World

Speaker: Kyle Haugsness, University of Oklahoma public speaking student

Specific Purpose: To inform my audience of the history and direction of the microbrewing industry.

Thesis Statement: While the history of microbrewing in the United States has been less than ideal, its recent exponential growth has

enabled local microbreweries to thrive, giving you a chance to become a part of this growth.

Introduction

1. Attention-getter: Imagine, if you will, that you are sitting in your favorite chair this weekend, watching the NCAA basketball

championships. You have pizza, potato chips, remote control, but you are missing something—a beer.

2. Establishment of ethos: The market for beer in this country has grown into a $2-billion-a-year industry. The increasing

population of beer drinkers has brought about a resurgence in the practice of microbrewing. In my hometown of Houston, I had the

opportunity to brew a batch of my very own beer in a local brewery. It was an enriching experience.

3. Preview (each main point): First I would like to give a brief history of beer brewing, followed by a look at the explosion of the

microbrewing industry and how you can participate.

(Transition: Now, I will describe the history of microbrewed beer.)

Body

I. The microbrewing industry has had a unique history that has hurt its growth at times, but it is now experiencing a surge in

popularity.

A. The absence of spirits aboard the Mayflower may have given way to its docking, as one passenger’s journal states: “We could

not now take time for further search or consideration, our victuals being much spent, especially our beer” (Johnson, 1996).

1. According to an article entitled “A Short History of Brewing in America” (Johnson, 1996), several of our forefathers took

the liberty of cultivating the hemp plant, and many of them enjoyed a cold beer on occasion. William Penn, Samuel

Adams, Thomas Jefferson, and even George Washington often drank their own home-brewed beverages.

B. The number of microbreweries steadily declined until the era of Prohibition. With the repeal of Prohibition, the number of

breweries grew until they were forced out by competition and the nationalization of larger firms.

(Internal summary: In effect, the microbrewing industry has been down a rocky road, but in recent years it has regained popularity.)

(Transition: While the history of microbrewing has been dismal, the future looks very bright.)

II. Bronikowski (1996) notes that in 1995 the craft of microbrewing grew to a $2-billion-

dollar industry that increased 51 percent from the previous year.

A. According to David Edgar (1995), who is the director of the Institute for Beer Studies, microbrew drinkers tend to have a

slightly higher education and median income.

B. Not only have sales figures been a testament to the industry’s growth, but advertising budgets also paint a vivid picture. For

example, Pete’s Brewing Company became the first specialty brewer to advertise nationally (Edgar, 1995).

C. The demand for fresh, new variety in the beer industry has given the small breweries a niche in the market that continues to

grow unconditionally. Currently, there seems to be no indication that this trend will stop or slow down in the near future.

(Internal summary: The die-hard beer drinkers of the nation are speaking out and demanding more microbreweries.)

(Transition: The result of this incredible growth is that microbrewing has found a place in states like Oklahoma as well.)

III. Establishments such as the Bricktown Brewery, the Interurban Grille, and the Norman Brewing Company are local businesses

with a profitable stake in the craft.

A. The lure of these restaurants’ beer often stems from their descriptive and curious names.

B. Although many microbreweries use various special ingredients, the primary components of beer are malt, hops, yeast, and

water.

C. Changing each of the ingredients slightly gives each beer its own weight, flavor, color, and smell. With so many possibilities,

it’s easy to see why the microbrewing industry is still growing.

D. Do-it-yourself kits that enable you to brew your own beer are now available for around $60. All you need are the appropriate

ingredients, an instruction book, and the imagination to brew your very own award-winning beer!

(Internal summary: So, with the availability of local microbreweries and do-it-yourself kits, an original handcrafted beer is within

your reach.)

(Transition to conclusion: Allow me to cap this brief tour of the microbrewing world with a few final thoughts.)

Conclusion

1. Summarize (overall theme) and review (each main point): I showed that the history of brewing beer in the United States has been

unique and unpredictable. I then explained the tremendous expansion of the current microbrewing industry. And I briefly

examined the basics of brewing, in addition to some of the local businesses that are making their unique beers available to the

general public.

2. Tie to the introduction: So next time you’re channel surfing or watching your favorite sporting event, don’t forget to wash down

your pizza with your favorite microbrewed beer!

3. Creative concluding thought (end with impact): Finally, if you are of legal drinking age, I encourage you to be adventurous and

try some of the local brews.

References

Anderson, J. (1996). Recipe exchange. Beermasters, 4, 10–15.

Anonymous (1996, March 25). Create your own recipe. http://beermasters.com/byo/recipe.html.

Bronikowski, L. (1996, April 23). There’s no cap on microbreweries. Rocky Mountain News, p. B1.

Edgar, D. (1995, June). Craft brewing: Fastest growth in the industry. New Brewer, 13.

Johnson, A. (1996). A short history of brewing in America. New York: American.

Joseph, D. (1996, March 25). Sales Assistant, Professional Brewers, LLC. (405) 752–7380.

Note: As an optional assignment, instructors can assign a research paper to students asking them to further explore their informative

speech topic.

Organizing and Outlining the Informative Speech

Time: 5-7 minutes

All informative speeches have an identifiable introduction, body, and conclusion with at least five verbal citations.

Introduction: The introduction should compel the audience to listen through the use of an attention-getter and provide a preview. The

preview usually includes the thesis statement and an overview of the main points.

Body: Most informative speeches should contain no more than three main points, organized in a way that helps the audience make

sense of the message. Once the main points and organizational pattern are set, identify what evidence supports which main point and

place these subpoints in the correct location.

Conclusion: All informative speeches should include a brief summary of the main points. No new information should be given to the

audience in the conclusion. An effective conclusion leaves the audience thinking about the speaker’s message.

Outlining the Informative Speech: A detailed outline is mandatory and should include the following sections: title, statement of

specific purpose, thesis statement, introduction, body (including internal summaries and transitions), conclusion, and references.

Outline Worksheet for Informative Speech

Title:

Speaker:

Specific Purpose:

Thesis Statement:

Introduction

I. Attention-getter:

II. Establishment of ethos:

III. Thematic statement:

IV. Preview (each main point):

First . . .

Next . . .

Finally . . .

(Transition)

Body

I. Main idea 1

A. Subpoint and/or supporting material (such as a statistic or a quotation)

1. Sub-subpoint (optional)


B. Subpoint and/or supporting material



(Internal summary)

(Transition)

II. Main idea 2

A. Subpoint and/or supporting material






(Internal summary)

(Transition)

III. Main idea 3

A. Subpoint and/or supporting material






(Internal summary)

(Transition to conclusion)

Conclusion

I. Summarize (overall theme):

II. Review (each main point):

III. Tie to the introduction:

IV. Creative concluding thought (end with impact):

References

Informative Speech Name: _______________________ Total Score: _________/100 Date: ________________________ Topic: _______________________

I. Parts of Speech: a. Introduction: ________15pts

i. Captured audience’s attention Improve attention getting technique ii. Established ethos/creditability Work on establishing credibility

iii. Interesting and creative topic Choose a more appropriate topic iv. Clear preview or road map Include a preview v. Tone of speech proper for speech type Change tone of speech

b. Body: ________15pts

i. Key points expressed Fully develop all key points ii. Major points supported with citations Include citations for all main

ideas iii. Supporting points included Improve supporting information

c. Conclusion: ________15pts i. Reviewed major points Review main points

ii. Provided memorable, creative conclusion Improve concluding remarks iii. Appropriately transition from body to conclusion Improve transitions

II. Content and Language: ________10pts

a. Content: i. Content appropriate for speech topic Increase content or choose

more appropriate information b. Language:

i. Clear, concise, colorful Include vivid language ii. Creative, culturally sensitive Improve creativity

Become more culturally sensitive

III. Organization: _________25pts i. Internal summaries between major points Include internal summaries

ii. Clear transitions Include transitions iii. Clear organizational pattern Improve organization iv. Credible source integration Include all sources in speech v. Sources appropriate for topic Choose scholarly sources

IV. Delivery: _________15 pts




V. Time: _________ 5 pts

i. Within time limit Add additional content Reduce information

Total Score: ________________ Outline Points: ______________ Reference Page Points: _____________

VI. Comments:

Persuasive Speech For this speech you are attempting to persuade your audience to take a certain action. You must incorporate a visual aid into this speech. Your presentation should be 7-8 minutes in length, and you must use Monroe’s Motivated Sequence as your organizational pattern. During this presentation you will receive a warning at 6 minutes and will be cut off at 8 minutes. Any content not covered during this seven minutes will not be scored. You should incorporate at least five sources in your speech. Only one of you sources can be a random internet source. Sources from scholarly databases such as Galileo or ProQuest are not considered random. However, all sources that have not been edited or peer reviewed are considered random. The goal of this assignment is to adapt your topic to the audience, use a clear presentational pattern, present an extemporaneous speech, and formulate an outline that you will turn in prior to giving your speech. You may use note cards or a copy of your outline to present your speech. Please do not attempt to type your speech out word for word. Using a word for word outline can result in reading directly from you paper and will result in a point deduction. Sample Topics:

• Persuade us to take up a sport • Persuade us to vote for you • Persuade us to change a belief or value

Evaluation of the persuasive speech will focus on organization, content, and delivery. Specifically, the following speech structures will be evaluated:



Body (Main points and supporting points) Clear organization (Monroe’s Motivated Sequence)

Credible sources Conclusion Review main ideas




Sample Outline for Monroe’s Motivated Sequence:

Persuasive Speech

Title: Desalination in the Middle East

Speaker: Deneka Turney, University of Oklahoma speech team

Specific Purpose: To persuade my audience that desalination in the Middle East as a water supplement is much needed.

I. Introduction

A. Attention-getter: Imagine seeing a small child in the street who is starving. If you don’t help this child obtain nutrition, she

will turn to crime to get money for food. You must help her.

B. Establishment of ethos: This child is like the Middle East and its need for water.

C. Thematic statement: The Middle East needs more water, or it will wage war for control of water. Desalination is the key.

(Transition: I will tell you how desalination can allow you to help Middle Easterners just as you would help a starving

child.)

II. Need

A. Middle Easterners are currently getting their water from underground aquifers and from area rivers and streams (show visual

aid).

B. The existing water supply is dwindling fast. In a 1994 article in Audubon, Bruce Stutz says that the region’s aquifers and

rivers are drying out.

C. According to P. J. Vesilind of National Geographic, the area will soon break out in “water wars,” because water is now more

precious than oil. In the same article in Audubon, Bruce Stutz (1994) says that there can be no peace in the area until the

water crisis is solved.

D. As the world’s “police force” and the nation that supplies most of the human power to the United Nations’ operations, the

United States may soon be involved in these wars as well. Take, for example, the Persian Gulf War.

(Internal summary: All of this shows that water is very precious and that if we don’t act soon, war will probably be the

result.)

(Transition: Now that we see there is such a problem, we need to find a solution.)

III. Satisfaction

A. Middle Easterners need more usable water, as well as the technology to clean up existing polluted water.

B. Irwin Ploss and Jonathan Rubinstein of the New Republic said in 1992 that desalination was the only real source of new

freshwater in that region.

C. Desalination is like reverse osmosis—it takes out salts and other pollutants.

D. The United States has the technology to do this now, and it is improving all the time. Desalination is currently being used in

Florida and parts of California to increase water supply.

E. The Middle East has the capability and the desire for change, and the technology is already being implemented.

F. Desalination is good for the environment.

(Internal summary: All of this shows that there is a plausible solution to the water crisis in the Middle East.)

(Transition: Now that we know there is a solution to the problem, why should we as Americans get involved? What can we

as individuals do about it?)

IV. Visualization

A. The United States doesn’t want to be involved in any more wars in that region.

B. We can prevent wars from happening.

C. It will cost money to help the Middle East with desalination, but it will be less expensive in the long run because war is so

expensive.

(Internal summary: We can now see how desalination could be the key to peace in the Middle East.)

(Transition to conclusion: Now what can we as Americans do to help implement this process of maintaining peace?)

V. Action

A. Summarize and review taking action (overall theme including each step of Monroe’s motivated sequence): There is a water

shortage. Middle Easterners are willing to go to war over this shortage. Desalination can prevent water wars by eliminating

the water shortage. Write your congressperson to urge him or her to support peace in the Middle East.

B. Tie to introduction: By doing this, you are helping the Middle East survive without violence or crime.

C. Creative concluding thought (end with impact): Desalination is the key, and now you know how you can help the poor

starving child to survive.

References

Budiansky, S. (1995, April 9). Another obstacle to peace. U.S. News & World Report, 60–62.

Desalination. (Publication No. 33.10: 91–5). Washington, DC: U.S. Government Printing Office.

Ploss, I., & Rubinstein, J. (1992, September 7–14). Water for peace. New Republic, 20–22.

Science Reference Section, Science and Technology Division, LOC. (1991).

Stutz, B. (1994, September). Water and peace. Audubon, 66–76.

Vesilind, P. J. (1993, May). The Middle East’s water: A critical resource. National Geographic, 38–71.

Persuasive Speech Monroe’s Motivated Sequence

Name: _______________________ Total Score: _________/150 Date: ________________________ Topic: _______________________

XIII. Parts of Speech: a. Introduction: ________15pts

i. Captured audience’s attention Improve attention getting technique ii. Established ethos/creditability Work on establishing credibility

iii. Interesting and creative topic Choose a more appropriate topic iv. Clear preview or road map Include a preview v. Tone of speech proper for speech type Change tone of speech

b. Body: 70pts (total) ________ 20 pts

i. Key points expressed Fully develop all key points ii. Major points supported with citations Include citations for all main ideas

iii. Supporting points included Improve supporting information Attention Step ________10pts

o Made speech relevant to the audience Make speech relevant to audience Need Step ________10pts

o Shows audience members that they have a need Increase need step o Isolates and describes that issue to be addressed Describe the issue in more detail

Satisfaction Step ________10pts o Identifies solution to the problem Clearly identify solution to problem o Offers a proposal to reinforce or change attitudes, Make proposal clear

beliefs and values Visualization Step ________10pts

o Presents audience with a vision of anticipated outcomes Increase visualization step Action Step ________10pts

o Made a direct request of the audience to do/not do Increase action step some specific thing

c. Conclusion: ________15pts i. Reviewed major points Review main points

ii. Provided memorable, creative conclusion Improve concluding remarks iii. Appropriately transition from body to conclusion Improve transitions

XIV. Content and Language: ________10pts

a. Content: i. Content appropriate for speech topic Increase content or choose more

appropriate information b. Language:

i. Clear, concise, colorful Include vivid language ii. Creative, culturally sensitive Improve creativity

Become more culturally sensitive

XV. Organization: _________15pts i. Internal summaries between major points Include internal summaries

ii. Clear transitions Include transitions iii. Clear organizational pattern Improve organization iv. Credible source integration Include all sources in speech v. Sources appropriate for topic Choose scholarly sources

XVI. Delivery: _________15 pts




XVII. Time: _________ 10 pts

i. Within time limit Add additional content Reduce information

Total Score: ________________ Outline Points: ______________ Reference Page Points: _____________

XVIII. Comments:

a university of north florida course syllabus – fall 2016 ...€¦ · fundamentals of speech –...

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