MASTER SYLLABUS


 

COMM 107:  ORAL COMMUNICATION:  PRINCIPLES AND PRACTICE

University of Maryland

                                           Department of Communication

Andrew D. Wolvin, Course Director

Erica J. Lamm, Course Coordinator

COMM 107:  Oral Communication: Principles and Practice

Instructor:        

Office:              Skinner Building, Room _______

Office Hours:   

Phone:                                      E-Mail: _______________

COURSE OBJECTIVES

1.         To provide background communication theory as it applies to intrapersonal, interpersonal, and public communication.

2.         To provide an understanding of and an appreciation for the role of oral communication in today’s information society.

3.         To provide a framework for developing sensitivity to the cultural/contextual basis of communication.

4.         To provide a foundation for developing communication skills in critical thinking, listening, and speaking.

LEARNING OUTCOMES

Throughout this course, students will:

1.         Demonstrate, both orally and in writing, their understanding of the principles of intrapersonal, interpersonal, and public communication.

2.         Evidence an appreciation for the centrality and the complexity of communication in their personal, professional, and academic lives.

3.         Reflect an empathetic awareness of the cultural/contextual variables that impact communication.

4.         Be more capable thinkers, listeners, speakers, and writers. This assumes that we all have the ability to improve regardless of the skills we possess at the beginning of the semester.

REQUIRED TEXTS (to be brought to each class unless indicated)

1.         Berko, Wolvin, & Wolvin (2004). Communicating: A Social and Career Focus. 9th Edition. Boston: Houghton Mifflin. ISBN: 0-618-26015-3

2.         Course packet.

3.         One standard size VHS tape for videotaping speeches and projects.

RULES AND REGULATIONS

• Attire for oral projects should be business-like or appropriate to the topic.
• No smoking or eating is permitted in the classroom.
• You will be given one warning if you disrupt the class in any way. This includes, but is not limited to, talking, making noise, obstructing the topic under discussion, or physical interference. If, during the semester, you disrupt the class again, you will be asked to leave and the date will count as an unexcused absence.
• Cell phones and pagers should be turned off (not on vibrate) during class time. Telephones or pagers that ring/beep may be answered by the instructor. If you are expecting an emergency call, clear it with the instructor at the beginning of class.

CLASSROOM POLICIES

• COMM 107 is a performance course, and your participation is an integral component. Regular and prompt attendance is mandatory. 
• You are allowed two unexcused absences.  After that, you will lose 10 points per unexcused absence.
• There are no extra credit or makeups for presentations or exams that are missed without a University excused absence (religious holidays and Univ.‑sponsored activities, & illness).
• The instructor must be informed in writing prior to missing class for University sponsored and religious holiday reasons.
• Excuses for illness and emergencies require documentation from appropriate sources within 3 calendar days of the student’s return to class. Appropriate sources include medical professionals, obituaries, a note from the tow-truck driver, etc. All notes must include phone numbers for verification. Written excuses will not be accepted after the 3rd calendar day, and the absence will be considered unexcused. If your absence will be longer than 3 days, please notify the instructor by e-mail or phone message.
• Students arriving late are not to disrupt presentations, but are to remain quietly outside the classroom until the speaker is finished. Anyone needing to leave early should inform the instructor before class and sit near the door.
• Refer to the University of Maryland Undergraduate Catalog for information about proper student comportment, sexual harassment, and academic integrity. All violations of the honor code will be sent to the Student Honor Council and without the knowledge of the student. Forms of dishonesty include:

·        cheating or helping another to cheat on an exam

·        using a speech, in whole or in part,  authored by someone other than yourself

·        plagiarizing another’s written or oral work, in whole or in part, including insufficient citations or references. This means taking either an IDEA from another source (book, website, etc.) OR copying more than three words in a row from a source without using direct quotes and citing the source).

·        falsifying information including areas such as absence excuses, interviews, etc.

ASSIGNMENT GUIDELINES

• Readings are due at the beginning of the first class for which they are assigned.
• Written assignments are due at the beginning of the class for which they are assigned.
• Assignments turned in late without an excused absence or prior arrangement with the instructor will receive a mandatory reduction of at least 5 points per calendar day (beginning immediately after class the day it is due). If an extension is granted, it must be in writing, signed and dated by the instructor, and stapled as the last page of the assignment.
• Written assignments must be typed in 12-point Times New Roman font, 1” margin on all four sides, double‑spaced, on white paper, single sided, standard size, and stapled (no paper clips, folders, or covers). Proofread your work!
• You are responsible for keeping a copy of all your work. An accident to your original is not the responsibility of the instructor.
• Citations and references are to be consistent in APA or MLA format. Any speech found to be based on improper documentation may receive a failing grade.
• For all absences, assignments will still be due as indicated on the syllabus unless you have received prior permission to turn them in later.
• The instructor will inform you of details on due dates and assignment requirements if they differ from those in this course booklet. If none is mentioned, assume the booklet’s details are correct.

APPEALS

If you have a question or problem with a grade or exam question, you have two class periods after the assignment is returned to you to seek an answer or possible change. Issues will not be discussed during class time. Your question or appeal must be stated, in writing, citing your position and why you feel the mark is incorrect. Turn the appeal in to the teacher or e-mail within the stated time frame. You will be provided with a timely response. If your appeal concerns a speech that has been videotaped, then provide the tape cued up to the appropriate time.

STUDENTS WITH DISABILITIES

The Disability Support Service (a division of the Counseling Center) stands ready to assist faculty and students in determining and implementing appropriate academic recommendations. DSS will work closely with both faculty and students. You may contact the office at 314-7682. A booklet, Reasonable Accommodations, is also available to assist you in understanding this issue. If you have a disability, it is your responsibility to let me know so that I may make reasonable accommodations. Please inform me of any disability that might need accommodation by the third week of class. If you need special testing arrangements, you need to make these arrangements with DSS prior to the scheduled test. Obtain the necessary form(s) from DSS. This is the student’s responsibility, not the instructor’s. If the instructor is not made aware of the disability by the third week of the semester, accommodations may not be possible and the student will be subject to the same testing conditions as the rest of the class.

EXTRA CREDIT

Since UMD is a research institution, from time to time there may be opportunities for you to earn extra credit by participating in research studies. However, there are no guarantees that extra credit will be offered. If it is offered, you will receive 10 points for every one hour of extra credit participation (20 points = 2 hours; 10 points = 1 hour; 5 points = 30 minutes or less). You may accumulate a maximum of 20 extra credit points per semester. Extra credit may not be made up, so you must participate when it is available. An alternative to a bona fide extra credit opportunity is an assignment designed by the instructor (i.e., extra speech, research paper, etc.).

PARTICIPANT POOL

This class participates in the Department of Communication participant pool.  We feel it is important to your education that you experience the kinds of events and research that are critical to our department’s research mission.  Thus, you are required to volunteer to be in 1 study (of your choice).  This study is worth 10 points of your final grade. After you have completed the mandated 1 study, you will be given 10 points of extra credit for each research activity you complete with a maximum of 20 points.   There are 2 types of studies:  ½ hour studies (for example, survey studies) are awarded 5 points, and 1 hour studies (like experiments) are awarded 10 points.  These opportunities will be posted on the participant pool board in the Skinner building (where you will sign up).  The bulletin board is outside of Dr. Turner’s office, 2105 A Skinner.  Dr. Turner is the administrator of the participant pool.  You should regularly check this board for opportunities.  Opportunities will occur throughout the semester, and are not guaranteed at any specific time (thus, don't wait until the last minute!).  Studies are first come, first served.  Your instructor will receive a written notice from the researcher telling him/her that you participated.

GRADING

Remember, you are not GIVEN a grade, rather you EARN it. Below is an explanation of how to do that. The instructor will provide you with a detailed breakdown of points for each assignment. The following points indicate the total value of each of the major projects required for this class. 

                                                Points                Your

                                                Possible            Grade

Group interview research          100                  _____                                     

paper              

Individual paper grade                 50                 _____                                                                                                                         

Group presentation                   100                  _____

Individual presentation                50                  _____

Informative Briefing                   150                  _____                         

Persuasive Speech                    200                  _____                                                                                                                                     

Midterm Exam                          100                  _____                         

Final Exam                               150                   _____                                                                                                                                     

Participant Pool                         10                    _____

Instructor’s points                      90                    _____

Total                                    1,000                    ______

Description of Assignments

Group Interview Project

Overview

For this project, your group will pick a career field of interest, conduct interviews and research in that field, and present your findings to the class.  This is a combination of what, during the semesters, are two different projects.  Please follow these steps:

1. As a group, pick a career of common interest.  (Your groups will be formed based on common majors and interests, but you might have to compromise somewhat.)
2. Conduct research on this field.  This must include scholarly sources as well as media sources, such as newspaper articles and magazines. There are restrictions on websites; see details in the next pages.  Write a 4-6 page research paper on your career field.  See the rubric on the next page for specifics.
3. You will use this research to create a question outline. EACH STUDENT MUST INTERVIEW SOMEONE.  You will create the question outline on your own and you will conduct the interview on your own.  The goal is to get five different perspectives on your career field.  
4. Bring these questions to class on the day assigned so that we can work as a group on improving them.
5. Conduct your interviews.
6. Regroup and create a 20 minute presentation that demonstrates to the class what the career field is like, what it entails, and, most importantly, the role of communication in that career field.

Pre-planning through the written Interview Plan

            Setting up the interview

            Write the group research paper (100 points)

            Turn in individual evaluation sheet (50 points)

The interview

            Pre-interview preparation

            The actual interview

Post-interview group presentation

Presenting your research and interview findings in a cohesive group presentation (100 points)

            Turn in individual evaluation sheet (50 points)

I.          Pre-planning through the Written Interview Plan

            A.        Setting up the Interview (Individual) - There are several steps you need to consider prior to setting up your interview.

                        1.         Decide what type of person to interview (i.e. What field? What position?).

                        2.         Locate a prospective interviewee.

                                    a.         For leads, speak with professors or counselors in your major area; call contacts made in previous jobs; consult the internship directory  and the alumni directory in the Experiential Learning Center (in Hornbake); check professional directories and trade publications; and, as a last resort, try the Yellow Pages.

                                    b.         You may not interview anyone who is employed by the University of Maryland.  You may, however, use these people to help you locate an individual to interview.  You also may not interview relatives.

                                    c.         It is strongly encouraged that you seek someone outside of the College Park merchant area. For example, set your sites high and think about the government or corporate world in DC.

            3.         Obtain the potential interviewee’s name, title, work address, and phone number.

            4.         Call and request an interview.

                                    a.         Tell him/her who you are and why you would like to interview him/her.

                                    b.         Ask if they can spare half an hour to talk to you about their career field.

                                    c.         Set a date, time, and location (usually their business) for the interview.

                                    d.         Schedule the interview at his or her convenience! You should try to meet at the work place during business hours. This allows you to see the environment in action and is a safer place to conduct the interview. (Keep in mind most people will be glad to help when they learn you are a college student. If, however, they are uncooperative, you will have to find another lead and try again.)

                        5.         No telephone or e-mail interviews are permitted. 

                        6.         Send a typed letter to the interviewee confirming the date, time, and location and to inform them of the types of questions you will be asking.  Make sure you include your phone number in the letter in the event that they need to reach you to reschedule.  Make certain your letter is in proper business format.  See sample in course packet.

            B.        Conduct research (Group) - Before conducting a career information-gathering interview, you need to research your career field and write your questions. All of your research must be backed by published sources dated no earlier than 1998.  Please note:  while it is desirable to find information on all areas below, it is possible that you will be unable to do so.  You must have information on the career field.  The amount that you are able to locate on the organization and the interviewee will vary depending on whom you select to interview.  For example, there will be a lot of information on a senator but you may not be able to find any on a computer programmer.  Fortune 500 companies and government organizations will have much information, but a person in business for him/herself may have none.  Your goal is to find as much as you can about all areas, but you will not be penalized if there is no information to be found.

1.                  Visit the Career Center and/or the Library to gather information about the career field.  Also, The Metropolitan Washington JobBank has a section called "Jobs in each category" which provides a description of the field, general background and qualifications, and even lists some local contacts.

2.                  A reference list of at least 5 sources written in standard APA or MLA format is to be included as part of your assignment.  No more than two may be Websites, and only one NA and/or ND permitted.  Your website sources must be credible! 

3.                  Research must consist of both scholarly sources (books and academic journals) and media (newspapers and magazines). Websites should be used sparingly and carefully evaluated.

            C.        Write the Research Paper (Group)—This consists of the paper and the works cited page.

                        1.         The research should be a 4-6 page typed (double-spaced, 12 pt. font, Times New Roman, 1 inch margins all the way around) explanation of what you found.  You must cite the sources within the text.  A citation follows EVERY piece of  information that you learned.  Since this is a research paper, it is expected that there will be a large number of citations.  Further, since you are gathering information from at least five sources, the information should be synthesized in a mature fashion.  This means that you will not list all of the information from source one, then source two, etc. 

Note:  Subsequent citations (after the first) do not require the date unless you have two or more works by the same author.  Sources without authors should clearly refer to a reference (i.e. “company brochure”, “corporate website”).

                        2.         The sources are listed on a separate page entitled “References” or “Works Cited”, depending on whether you use APA or MLA.  Only sources that are cited are to be included on this page.  See the sample page for the correct format.

                        3.         Interview Question Outline (Individual)

                        a.         State the purpose of the interview.  This statement will be what guides all interaction at your interview.

b.                  Select at least 4 broad topic areas. These may include, but are not limited to job description, necessary skills (technical and performance), educational background, helpful experience, work environment, career paths,  and entry-level positions.

c.                   Formulate 3-5 open questions for each topic area and two or three probes for each question. You may or may not actually use these probes.   Your questions should reflect the knowledge gained from your research and, for the most part, should require explanations.

QUESTION OUTLINE FORMAT

·        Your question outline will have 4 areas, and each area is represented by a Roman numeral.  Each area must have 3 – 5 open questions, and each open question must have 2-3 probes. 

·        One of your topic areas must be "Communication" and it should deal with the communication skills needed for the position.

·        Each topic must generate at least one (or more) questions concerning the concept keys that will be asked to each person interviewed.

·        Remember: at least 4 of your questions must cite your sources in the question (not in parentheses).

·        Your questions must be based on your research, and they should not be able to be answered by what you already know or what you should have known through research.

·        You decide the order of the broad topic areas and questions.  Look for the flow of the questions.

·        For illustrative purposes, only one question under one area is completed below.

I.                    Topic area #1

II.                 Topic area #2

III.               Topic area #3

IV.              Topic area #4 (Communication)

A.                 Question #1

1.                  Probe #1

2.                  Probe #2

B.                 Question #2

1.                  Probe #1

2.                  Probe #2

C.                 Question #3

1.                  Probe #1

2.                  Probe #2

D.                 Question #4: A 1991 study conducted by the government showed that, on average, business people spend 56% of their day listening and only 23% speaking.  How would you say your typical day compares do these statistics?

1.                  Probe #1: How would these statistics compare to the people you manage?

2.                  Probe #2: How would these statistics compare to your manager?

3.                  Probe #3: Do you think that a person’s ability in any of these areas can greatly increase OR decrease her/his chance of success?

EXAMPLES:

                                    1.         Poor Questions

                                                            (a)        Do you like your job? 

                                                            (b)        Is a college degree required? 

                                                            (c)        How important is your college grade point average in getting a job here?

                                                2.         Better Questions

                                                            (a)        What would you say are the three best benefits in working for Krysh industries? 

(b)               I understand that all brokers in Maryland are required to not only have a bachelor’s degree, but also pass a state licensing exam which tests five areas.  How do you think that requirement has made you a better broker?

                                                            (c)        I know that a college degree is required to be in software sales.  Would you recommend that one pursue a degree in marketing, programming, or something else?  Why?

                        d.         Avoid questions which are too personal (promotions, salary, etc.), or obvious questions which could have been answered through research.

                        e.         NEVER ask for an internship or job.  This is an informational interview.

I.          The Interview (Individual)

            A.        Pre-interview preparation.

                        1.         Mail the confirmation letter as soon as you schedule the interview.

                        2.         It is wise to call the day before to confirm the date, time, and location of the interview.  It is fine to leave this information on voice mail.

                        3.         Make sure you know where you’re going, how you’re getting there, and how long it should take to get there.

            4.         Select an outfit to wear that is consistent with the attire of professionals in the career field.

                        5.         Have a typed copy of your interview questions.  Some take a copy on which they leave space to write the answers.  Others take an additional pad of paper on which to write the answers.  Either is fine.  Even if you plan on taping the interview, you should be taking notes just in case your recorder does not work.  Note:  Make certain you ask permission prior to the interview if you’d like to tape it.

                        6.         Review your questions.  Practice asking them aloud.  Make your group members practice with you!

                        7.         Think of at least three topics you can use for rapport-building. Note:  Past classes say this is the most difficult part, so make certain you have some ideas of topics to discuss. For example, sports, weather, building/office design, items/photos/awards you see in the office.

            B.         The Actual Interview (Individual)

1.                  Arrive no earlier than 5 - 10 minutes of your appointment.  Announce yourself to the administrative assistant if necessary.

2.                  Get rid of chewing gum.

3.                  Shake the person’s hand, introduce yourself, and express your appreciation for their time.

4.                  Use your rapport-building skills on the walk back to the office as well as the first few minutes after you’re seated.

5.                  After you’ve built rapport, explain the purpose of your interviews and that you’ll take notes. 

6.                  Ask questions and listen attentively to responses while taking notes.  Ask follow-up questions when appropriate.  Be flexible about following the speaker‘s topics.  Remember:  Your goal is to learn, not necessarily to answer all of the questions you’ve prepared.  Feel free to pursue other topics that might come up if you find them of more interest to you.  Use your question outline as a guide, not a requirement.  Like any good reporter, when an interesting topic comes up, think of questions on the spot and pursue the lead, don’t be rigid about following your list of questions!

7.                  Begin closing approximately 20 minutes into the interview.

8.                  Ask if the interviewee has anything to add or what s/he expected you to ask which you didn't ask.

9.                  Thank the interviewee for her/his time.

***      Prepare a letter thanking the interviewee and send it no later than three days after the interview. Keep a copy of it.

Note:  You will not be graded on how well the interview went! Even if it did not go well, you will have learned something from it. What is important in the project is to learn about your intended career field, develop your ability to communicate what you have learned, and to apply communication concepts addressed in class.

V.                 Presentation (Group)

VI.              Overview

Based on your research paper and the answers to your interviews, compile the information and create a presentation to explain the career field and the role of communication within that career field to class.  Prepare a 15-20 minute presentation on your findings. 

The purpose of this project is to enhance your understanding of small group dynamics, to practice interpersonal communication skills, to increase your knowledge of communication in the workplace, and to provide an opportunity to utilize your speaking skills.

The grade for the presentation will account for 100 of this project.  This will be a group grade, shared by all members of the team.  The grade for the individual members is based on member evaluations, and is worth 50 points.

The dynamics of the group interaction are part of this assignment.  How you work out problems and issues to fulfill the requirements of the presentation is part of the learning process.  Use communication to work with or around team members.  Share information about phone numbers and work and class schedules early, to ensure enough meeting time to complete the assignment.

The Presentation

The presentation must contain the following:

1.         A clear explanation of the various components of the issue with relevant material that is new to the class and;

2.         Has a specific tie to the audience

3.         Distributed equally among group members, and;

4.         Shows collaboration has a creative style and format (not a series of individual speeches) and;

            5.         Provides for interaction with the audience.

The presentation will be graded according to the criteria listed on the evaluation sheet provided in this packet.  Provide the evaluation sheet to me on the day of your presentation.

INTERVIEW PLAN ASSIGNMENT COVER PAGE

COMMUNICATION 107                

INSTRUCTOR:

SECTION:

Group: _________________________________________________

PRE-INTERVIEW Research Paper

Comments:

Individual grade: Group research paper

Please assign points to each member of your group according to their contributions on the group research paper. You may give each member up to 50 points; I will average each individual’s points. However, you cannot give every member 50 points.  Please grade your group members fairly, and provide a brief explanation (both the good and the bad) for why you assigned them those points.  Your name is not on this sheet, and the other members of your group will not know who assigned what points, so please be honest.

Member Name _________________________ Points ____________

Explanation:

Member Name _________________________ Points ____________

Explanation:

Member Name _________________________ Points ____________

Explanation:

Member Name _________________________ Points ____________

Explanation:

Individual grade: Group presentation

Please assign points to each member of your group according to their contributions and performance in the group project. You may give each member up to 50 points; I will  average each individual’s points. However, you cannot give every member 50 points. If you do this, I will give every member a 0.  Please grade your group members fairly, and provide a brief explanation (both the good and the bad) for why you assigned them those points.  Your name is not on this sheet, and the other members of your group will not know who assigned what points, so please be honest.

Member Name _________________________ Points ____________

Explanation:

Member Name _________________________ Points ____________

Explanation:

Member Name _________________________ Points ____________

Explanation:

Member Name _________________________ Points ____________

Explanation:

Group Project Presentation

Members:                                                                                              Topic/career: _____________________

_______________________

_______________________

_______________________                                                          Time: ___________

_______________________

_______________________

Informative Briefing

Each student will prepare and a deliver a 4-6 minute briefing that provides information that is new and interesting to your audience and designed to enlighten, educate, or clarify.  The briefing, which is worth 100 points, will be graded on organization, content, transitions, clarity and effective delivery.  You will be timed.  A typed outline with a bibliography of at least four credible sources is to be handed to the instructor at the beginning of your briefing.  This must be completed in proper MLA or APA format.  As part of this assignment, you may be requested to do peer evaluations, critiquing the briefings of other students in your class.

Requirements

1.   A central idea written in a full declarative sentence specifying the goal, topic, and method of development of your speech must be turned in for prior instructor approval on the date specified.  The type of issue arrangement you plan to use for the body of your speech briefing also be identified.

2.    The subject and its focus should be of interest to you and of potential interest to an

      audience composed of your classmates.

3.   Each briefing will be accompanied by an outline to be turned in as specified by the

      instructor.        

4. Each outline must contain three sections:

      a.   The briefing must begin with an introduction that contains an attention getter, orienting material and an explicit thesis statement. 

      b.   The body must be in standard outline format, using Roman numerals, capital letters, and numbers.  Each division must have more than one point. The introduction is not to be counted within the outline.

      c.   The conclusion must contain a summary of the main points made and a clincher. 

      (1) Sections should be connected by transition statements that review points just made and preview upcoming material.

                  (2) The research contained in the bibliography is to be reflected within the speech by the use of oral footnotes (quotes or paraphrase).   

       5.  Delivery must be extemporaneous.  Manuscript reading of briefings will result in deduction of points.  Practice is the secret of a successful delivery.  A 5”x7” note card or copy of the outline should be sufficient aids.

6.   Briefings are due the day for which you sign up.  Since exceptions create chaos, the instructor reserves discretion about rescheduling excused absences.   Unexcused absences get 0.  If peer evaluations are also part of your responsibility for this class, bring your packets.

7.   Visual and audio aids may be brought, and do add interest, but the time used is part of your

briefing time.  Make sure any aids are incorporated smoothly into the presentation.  Equipment must be requested at least two days in advance.

8.   You will receive deductions for being under 4 minutes and will be stopped at 6 minutes.

9.    Speak clearly and maintain eye contact throughout the presentation.  Dress in a way that enhances your credibility.  Convey your interest in your topic to the audience through your gestures and vocal inflection.            

Informative Speech Evaluation

Speaker: _____________________ Topic: ______________________ Time: _______

Rating Scale: Excellent = 5  (10)   Good, but with room for improvement = 4  (8)   Average, work on it = 3 (6)   Fair, needs a lot of work = 2  (4)     Absent from presentation = 1  (2)

Organization and Structure (45)

Attention Getter                                                                                    5 _____

Introduction                                                                                          5 _____

Thesis                                                                                                   5 _____

Preview                                                                                                5 _____

Transitions                                                                                            5 _____

Internal previews/reviews                                                                      5 _____

Conclusion/summary/clincher                                                                5 _____

Organized properly                                                                               10 ____

Content (30)

Evidence/Supporting Material                                                              10 ____

(present, recent, sited properly)

Quantity and Quality of sources                                                           10 _____

(at least minimum number, strength of sources)

Ethos established (“why” question)                                                        5 _____

2-4 clearly defined points with appropriate support                                5 _____

Delivery (45)

Rate, pitch, volume, tone                                                                       5 _____

Language choice (and clear language)                                                    5 _____

Nonverbals (eye contact, gestures)                                                       10 ____

Conversational and extemporaneous                                                    10 ____

Lack of inarticulates (um, like, you know)                                             5 _____

Interactive                                                                                            5 _____

Articulation                                                                                           5 _____

Other (30)

Visual Aid                                                                                            5 _____

Q & A Session                                                                                    10 ____

Outline                                                                                                 10 ____

Bibliography                                                                                         5 _____

Total (150)       ______

Persuasive Speech

Overview

This assignment is worth 20% of your grade in this class (200 points).  The purpose of a persuasive speech is to change or reinforce the audience's response to a controversial issue.  You must explicitly advocate a position, and structure an argument for a particular viewpoint, using various forms of information to support your stance.  Your job is to convince your audience to alter their beliefs, attitudes or behavior about your topic. Since your time is limited to 6-8 minutes, your careful selection of supporting data is critical.

As with the Informative Briefing, you will turn in a thesis statement of your topic and your perspective on it for prior instructor approval.  As with the Informative Briefing, you will hand in a typed outline along with a bibliography of at least five sources.  The outline will contain an introduction, with the attention-getter, orienting material and central idea.  The body will be outlined, with transitions.  The conclusion must contain a summary, a call to action if appropriate, and a clincher.

As before, the delivery must be extemporaneous, neither read nor memorized.  Points are added for conversational style.  Timing will be graded.

Speeches are due when arranged.   Bring your evaluation form to your presentation.

Your speech will be graded on and strengthened by your citing of the sources from your bibliography.  Use of statistics, quotes, facts, and paraphrasing of experts heighten credibility, but you must cite the reference.

Things to consider:

Topic: You are not giving strictly information in this speech, you are trying to sway audience opinion.  Pick something you have feelings about, but not something to which you are emotionally tied.  Make sure you are clear about the issue and where you stand on it.

      -     Organization: Pay attention to the order in which you place your arguments. 

      -     Avoid reasoning fallacies.

      -     Language: Use descriptive, colorful, assertive language.  Make every word count.

      -     Credibility: You can increase your self-confidence and your credibility by wearing appropriate apparel, using current research, and citing expert sources.

Persuasive Speech Evaluation

Speaker __________________________

Topic ____________________________

Introduction (25)

Attention getting opener                                                                        5          _____

Orients topic to audience “need to know”                                              5          _____

Thesis statement clear                                                                           5          _____

Preview (if applicable) clear                                                                  5          _____

Established credibility (or during body of speech)                                  5          _____

Organization and Structure (45)

Use of supporting material                                                                     10        _____

Quantity and Quality of sources                                                             10        _____

Transitions/internal previews/reviews                                                      5          _____

Review/summary                                                                                   5          _____

Appropriate clincher                                                                              5          _____

Appropriate development (easy to follow, uses proper form)                10          _____

Argumentation/Persuasion (55)

Lack of fallacies/Logical argument strategies                                          15        _____

Strength of arguments                                                                           10        _____

Key points were arguments                                                                   10        _____

Overall Persuasiveness                                                                          10        _____

Q & A session                                                                                      10        _____

Delivery (50)

Evidence of practice and preparation                                                     5          _____

Animated and dynamic                                                                          5          _____

Interactive                                                                                            5          _____

Sustained eye contact                                                                           5          _____

Poise and gestures                                                                                5          _____

Rate, speed, use of pauses, no inarticulates                                           10        _____

Pronunciation and articulation                                                                5          _____

Extemporaneous and conversational                                                      10        _____

Aids (25)

Visual Aid (clear, helpful)                                                                      10        _____

Outline and bibliography, in correct form                                               15        _____

(6 sources, 1996+)                              

TOTAL                                                                                                200      _____

Comments on reverse

TENTATIVE SCHEDULE (Given in full weeks.)

Date and time of final exam can be found in the registration catalog or on the website.