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Syllabus

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Syllabus for Communication Arts & Sciences 100A: Effective Public Speaking

Syllabus for Communication Arts & Sciences 100A: Effective Public Speaking

Section 1: Course Description and Goals

The University has established Baccalaureate Degree Requirements in General Education in order to insure that students acquire, in addition to the specialized knowledge of their majors, the broader knowledge and skills that are the marks of an educated person. Since the abilities to speak and write effectively are prized in our society, the University has included CAS 100 in the General Education Requirements for undergraduates.

The general objectives of CAS 100 are for the student to develop the ability to communicate information clearly, to set forth his/her beliefs persuasively in an oral format, and to be able to analyze oral communication critically. Within these broad objectives, the basic speech course is designed to provide training and instruction in the principles and techniques of effective oral communication, and to provide opportunities for practicing and applying those principles and techniques in a classroom public- speaking situation.

CAS 100A emphasizes the use of oral communication skills in the public-speaking setting, with some attention devoted to group communication and to the analysis and evaluation of oral messages. The teaching of public speaking has been central to education in the arts of citizenship in the Western European tradition since at least the fifth century B.C.E. It is no less important now. This course seeks to deepen your understanding of the social uses of “the speaker’s art” (known as rhetoric) and to extend your mastery of its essential principles and precepts. Beyond this, the course seeks to assist you in developing communication skills that will have application in both civic and professional settings.

One thing, at least, must be recognized from the outset: in order for a skill of any kind to be improved, one has to invest time and effort. The success or failure of the present enterprise, then, is largely the responsibility of the student.

In pursuing these goals, the course will emphasize the following objectives:

to understand systematically how the process of communication occurs
to understand how communication situations affect the production and interpretation of messages
to understand the role of public speaking in civic and professional arenas
to assess different kinds of speaking situations and diverse audiences
to adapt messages to varied situations and audiences
to generate and select materials and techniques
to communicate important ideas effectively and responsibly to particular audiences
to explain concepts and ideas so they will be understood by an audience
to support one’s beliefs with reasoning and evidence so they will be compelling to an audience
to organize information clearly
to use language appropriately and effectively in developing and presenting oral messages
to deliver oral messages effectively in public settings
to understand the responsibilities of speakers and listeners in the speech situation
to examine others’ messages critically
to understand the principles and techniques of effective group leadership
to understand the principles and dynamics of effective problem-solving discussion

Section 2: Required Texts and Course Materials

Zarefsky, David. Public Speaking: Strategies for Success. (PSU Custom edition). Boston: Allyn & Bacon, 2004.

OLLE (On-Line Learning Environment). Access Code available only at the Penn

State Bookstore (at the textbook counter).

The New York Times, the Centre Daily Times, and the Daily Collegian (available free to all PSU students at various locations around campus).

Regular assignments will be made in the Zarefsky text and on OLLE. The NY Times, CDT, and Collegian should be read regularly for ideas about speech topics and for information that can be used to explain and support points being developed in speeches. Students are expected to complete assigned readings before coming to class, to read/skim the newspapers on a daily basis, and to include citations from The New York Times in their speeches for the course.

Section 3: Speaking Assignments

Students will give two individual speeches and one group speech in this course, as well as participating in group-discussion and message-analysis activities. Specific requirements will be handed out for each speech. The general requirements are listed below.

Informative Speech: During the third class session you will give a 3-5 minute speech in which you introduce a campus or community resource. You will conduct very basic research (relying primarily on the Penn State website and materials available in the office you present) and share the campus or community resource with your classmates in a structured speech.

Problem/Solution Speech: This 6-8 minute speech you will explain a significant social problem related to the mass media to the audience and convince them of its importance, relevance to them, and urgency. The speech will both educate the audience about the history, causes, and effects of the problem and arouse their concern about it. It will also present, explain, and argue for the adoption of a proposed solution to be implemented by the University, the student body, the local government, the state, the federal government, the UN, or some other collective agent of social action, and that will reduce or eliminate the problem described in the first speech. Finally, it will attempt to motivate audience members to take some kind of personal action to assist in solving the problem. Such action could include changing lifestyle, altering habitual behaviors, joining or volunteering at local organizations, donating money, contacting legislators, joining in a public demonstration, etc. It will display both mastery of the subject-matter and adaptation to the audience in its use of language, its structure, and its arguments and appeals.

It will include the use of appropriate visual aids, and must have a minimum of 6 citations, including at least one from The New York Times.

The best speeches will be logically organized, will present sound evidence and reasoning in support of their proposals, will draw upon the beliefs and values of the audience, will manage visual aids smoothly and effectively, and will be presented in a polished, extemporaneous manner.

Group Consortium Speech: These group speeches will each be 30 minutes in length, with approximately 4 minutes allotted to each speaker (the remainder will be introductions, conclusions, and any clips). You will select a mass-mediated, popular cultural text, and submit it to a rhetorical critique. Each group will work collaboratively on this project throughout the term, using the wiki, and will present their findings at the end of the term with the speech.

Section 4: Written Assignments

Please note, all written assignments (including outlines) submitted in this class are to be typed, double-spaced, using 12-point font, with 1-inch margins, printed out and handed in during class unless otherwise specified.

Topic Proposals: Students will submit a brief (under one page) memorandum identifying the topic of each speech. These memoranda will also explain why the topic is important enough to be the focus of the speech, and it will include a preliminary list of potential research sources. These memoranda will feature, along with the outlines, in the written portion of each speeches’ grade (outlined more specifically in each speech assignment). A student will not be permitted to present her/his speech until a topic has been submitted to and approved by the instructor.

Outlines: The day of his/her speech, each student will submit a full-sentence outline of her/his speech. The outlines will not be graded separately, but instead will be counted as part of the written grade on the speech.

Wiki Work: Regular assignments will be made for learning to use a wiki, updating the site, creating personal profiles, and working collaboratively to prepare for the final assignments in the class. These assignments will be assessed periodically, with a final grade assigned at the end of the course.

OLLE Assignments: You must complete five of the eighteen possible assignments from OLLE (available directly at: http://146.186.156.10/index.php), including readings and activities/exercises. You can access OLLE through the link on ANGEL and the wiki as well. The exercises will be submitted electronically via the ANGEL course-management system (available at: https://cms.psu.edu/frames.aspx), and will be graded. Please see the OLLE handout for details on each assignment. The days with possible OLLE assignments are marked in the course schedule with “OLLE option.” The details of each option are listed on your OLLE handout.

Participation: Your participation grade will reflect your overall attendance, contributions to class discussions, activity on ANGEL and the wiki, speech feedback on speaking days, answering questions in class, and general level of attention you appear to devote to the course.

Departmental Research Credits: You receive 2% of your grade for your participation in a departmental research project. Please see the section below for details.

Section 5: Grades

The breakdown of assignments is as follows:

Speeches 50%:

Speech 1 (informative): 10%

Speech 2 (problem-solution): 20%

Speech 3 (group consortium): 15%

Speech 3 Group Members Component: 5%

Exams/Final Project 20%

Wiki Work 10%

OLLE 10%

Participation: 8%

Research Project Participation 2%

The departmental grading scale is as follows:

A	95 to 100
A-	90 to 94.9
B+	87.9 to 89.9
B	83.33 to 87.8
B-	80 to 83
C+	75 to 79.9
C	70 to 74.9
D	60 to 69.9
F	59.9 and below

You must wait 24 hours before discussing any grade with me. Please bring any material pertinent (the speech manuscript, my comments, etc.), along with an eye to learning how you can improve for your next assignment.

The assignments for your course are graded according to traditional college-level standards. The ability to express ideas clearly and intelligently through speaking and writing is highly valued in civic, professional, and personal spheres and students should expect to put in a good deal of time and effort into their work for this class. Attention to presentation, research, grammar and writing is vital; sloppy work will be negatively received.

Please note that a grade of “C” will be assigned to average college work. Grades in the “B” range signify work that stands above the average, and grades in the “A” range are reserved only for those students who do exceptional work.

The grade of "C" means average work. This grade is earned if your work simply meets the requirements of the assignment, but shows little or no other attempt to engage the material. The quality of the speech or paper is also an important consideration. Descriptions must be focused and precise; explanations must be thoughtful, supported, and well argued. If these criteria are not met, the student should expect to receive a "C."

The grade of "B" is earned when your work not only meets the requirements of the assignment, but also attempts to go beyond the assignment basics in terms of research and preparation. Assignments worthy of a "B" must show proof of critical thinking and engagement, and the results must appear in a clear and well-executed assignment.

The grade of "A" is reserved for exceptional work, and nothing less will earn this grade. Assignments worthy of an "A" must be relatively error free, well presented or written, rich in explanation and relation to the topic, focused, and must show critical thinking skills and an active interest in pursuing the assignment (sources such as journal articles are a plus, although not a guarantee of an "A").

Section 6: Course Policies

Penn State Principles: Responsibilities of a University Citizen #3: I will demonstrate social and personal responsibility.

The course policies below are designed to help you fulfill your responsibilities as a University Citizen while you are in this class. Please read them (yes, all of them). If you have questions or concerns, please make an appointment to speak with me.

Attendance

The Penn State Student Handbook explains that "class attendance is important for the benefit of the student." Accordingly, the University's policy is that students should attend every class for which they are scheduled and should be held responsible for all work covered in the courses taken. This policy is particularly important in CAS 100. Students enrolled in this course learn through several modes: assigned readings, lecture, discussion, individual performances, and observation and discussion of others students' performances. Therefore, attendance at all class sessions is expected of all students.

Because emergencies sometimes arise that make attendance in class impossible, a maximum of three absences is permitted without penalty. Continued absences will affect a student's grade independently of other course work. Excessive absence may result in automatic failure of the course, regardless of grades received on class assignments.

University policy states that “Instructors should provide, within reason, opportunity to make up work for students who miss class for regularly scheduled, University-approved curricular and extracurricular activities (such as field trips, debate trips, choir trips, and athletic contests). However, if such scheduled trips are considered by the instructor to be hurting the student’s scholastic performance, the instructor should present such evidence for necessary action to the head of the department in which the course is offered and to the dean of the college in which the student is enrolled.” This policy will be followed in CAS 100A. If you anticipate having to miss some classes due to participation in University-approved activities, you should notify your instructor immediately and advise him/her about the dates and reasons for expected absences, and provide supporting documentation.

Late Assignments

Assignments are due in class on the dates specified in the syllabus. Late written work (e.g. exams, outlines, OLLE assignments) will be penalized at the rate of one-third a letter grade per day (e.g from an A to an A-), and then only if prior approval has been given by the instructor. Late work for which no such arrangements have been made will not be accepted.

MISSING PRESENTATION DAYS:

Individual Presentation

Similarly, students are to give their speeches on the days to which they have been assigned. If they do not, and if they have made no arrangements to switch speaking days with another student, they will be allowed to give their speeches only if time permits, and only if they have received the instructor’s prior permission to do so, either via email, a telephone conversation, or a face-to-face meeting. In this case, the student will be penalized one full letter grade on the speech. If the “late” speech cannot be given in class due to lack of time, it will be presented to the instructor privately, with the same grade penalty. A student who must switch speaking days with another student is responsible for making such arrangements her/himself, and for notifying the instructor of the change prior to his/her assigned speaking day.

Group Presentations

If you miss a group presentation, you cannot make it up. If at all possible, you should notify both myself and your group members if you anticipate missing your speech day.
If one of your group members is absent on your assigned presentation day, your group is still required to present. Your group must be flexible enough and be well enough informed of everyone's role to be able to successfully present without the absent member. A group needed to switch presentation days must arrange to switch days with another group and is responsible for making these arrangements and notifying the instructor of the change prior to the group’s assigned speaking day.
Individual exceptions to this policy will be considered on an individual basis and any exceptions are at the discretion of the instructor.

Civility

Penn State Principles: Responsibilities of a University Citizen #1: I will respect the dignity of all individuals within the Penn State Community.

Challenge others’ positions, while acknowledging that it’s okay to agree to disagree
Listen carefully, respectfully and with empathy, trying to hear and understand others’ ideas and opinions, even when they use language that we find problematic or offensive
Set our own individual boundaries about what and how much we want to share
Share thoughts and feelings out of our own experience, rather than trying to speak for others
Take responsibility for choosing to be silent on any issue, understanding that our silence may be interpreted as consent
(Additional ground rules contributed by class members.)

Some of the theories we will discuss are subject to debate and controversy and that’s okay. Many of our most fundamental beliefs may be subject to challenge this summer and that is useful. Furthermore, there may be times when some or all of us do not agree with either the material presented or an opinion of a classmate and that is okay too. What is not okay, however is a lack of civility in the classroom. While we are destined to disagree as classmates, we should also respect both our classmates and their opinions. This course is an excellent opportunity for students to sharpen their communication abilities in terms of dealing with and debating sensitive issues in a manner that is respectful. None of us should feel as though we are muted in this classroom and such an environment can only occur if we understand from the beginning that a lack of civility will not be tolerated. I reserve the right to remove anyone from the classroom who does not respect the rights of his or her classmates—personal attacks or aggressive argumentation will not be permitted. Be polite and respectful in your responses to others’ ideas. Provide constructive feedback on your classmates’ presentations. You will receive constructive feedback from others in the class. You should take it graciously and non-defensively, and try to improve your speaking skills based on it. We can have a very productive summer with some great conversations as long as we all remain civil.

If you arrive late to class on a speaking day, please wait outside the classroom until a speaker has finished speaking, then enter.

Academic Integrity

Penn State Principles: Responsibilities of a University Citizen #2: I will practice academic integrity.

Penn State defines academic integrity as the pursuit of scholarly activity in an open, honest and responsible manner. All students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts (Faculty Senate Policy 49-20). Dishonesty of any kind will not be tolerated in this course. Dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. Students who are found to be dishonest will receive academic sanctions and may result in automatic failure of the course.

In this course we will be using a tool, Turnitin.com, to confirm that you have used sources accurately in your work. If you have any questions about how to cite your sources, please review the materials available at http://tlt.its.psu.edu/suggestions/cyberplag/cyberplagstudent.html or http://istudy.psu.edu/modules.html#Integrity. Students are responsible for ensuring that their work is consistent with Penn State's expectations about academic integrity. Additional information about the Turnitin.com plagiarism prevention tool is available at http://turnitin.com and at http://tlt.psu.edu/turnitin/Students.html.

Disability Access Statement

The Pennsylvania State University encourages qualified people with disabilities to participate in its programs and activities and is committed to the policy that all people shall have equal access to programs, facilities, and admissions without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by state or federal authorities. If you anticipate needing any type of accommodation in this course or have questions about physical access, please tell the instructor as soon as possible. Please note that a disability is defined as “a physical or mental impairment that substantially limits one or more major life activities.” This includes a variety of invisible disabilities including chronic physical and/or mental illness. For more information on the university’s disability services please see: http://www.equity.psu.edu/ods/.

Participation in Departmental Research Projects

Each semester, faculty and graduate students in the CAS department conduct research projects that require large numbers of participants. Because CAS 100A enrolls a large number of students, the course provides support for such projects. Additionally, participating in research provides students with unique learning experiences. By participating in those research projects, you can have your thoughts, opinions, and voice represented in the scholarly literature and, ultimately, make an important contribution to the advancement of knowledge about human communication. This research participation requirement procedure is approved by the university’s Office for Research Protection.

You are required either to participate in the research project to which you are assigned or to complete an alternate assignment (a speech critique). Upon successful completion of this requirement, you will receive a grade of A for 2% of your final course grade. Research participation can include a variety of activities, such as doing an online survey or being part of a group interview. Every research project, as well as the alternate assignment, is designed so that participation takes between 30-60 minutes to complete.

We use a system called ExperimenTrak (http://www.psu2.experimentrak.net) to register and assign each student to a research project. This means you may not be assigned to the same study as many of your classmates. Your instructor will hand out additional information on this system. You need to register immediately, although your actual research participation will occur in the latter half of the semester. All contact from the researcher and the system administrator will be made via e-mail, so please check your e-mail account regularly (once a day, at least). Because virtually all mailer software utilizes a filter function by default, you should check both your inbox and your junkbox to prevent the “lost mail” problem.

Please read all handouts on ExperimenTrak and e-mails from researchers VERY carefully. If you have any question and/or concern about this research participation requirement, please contact Mr. Masaki Matsunaga (mum181@psu.edu), the current system administrator of ExperimenTrak via e-mail.

Student Responsibility for Learning

Penn State Principles: Responsibilities of a University Citizen #4: I will be responsible for my own academic progress and agree to comply with all University policies

Responsibility for your academic progress in your own hands. I believe that every student in my class has the ability to succeed in this course. My goal is to create a comfortable environment in which you can explore and improve your ability to think critically and to skillfully present your ideas to an audience. I do not “give” grades; students earn grades. While this may seem like semantic hair splitting, it is an important distinction. No one is entitled to get an “A” in a class unless they earn it. My job is to push students to do their best and to then exceed that standard. I recognize that this is futile unless I also provide the support and assistance that each student needs to excel. Therefore, I am always willing to meet outside of class for additional support. I strive to provide the tools and support necessary for each student to succeed. However, you will not excel unless you too are willing to pay the price of excellence. Part of that price is a devotion to your coursework. I assume that attaining a university degree is your first priority. If this is not the case, it is less likely that you will achieve excellence. Bottom line—you do your part to excel and I will be there to help you reach that goal. You have made the choice to be responsible for your academic success. What does taking responsibility for learning mean?

It means that you attend class regularly and arrive on time.
It means that you complete all assignments on time.
It means that you understand that each instructor has different requirements and expectations, that you read each syllabus carefully to discern each instructor’s requirements and expectations, and that you abide by the instructor’s requirements and expectations.
It means that you participate actively in class.
It means that you put forth considerable time and effort in your academic work and that you turn in work that reflects your time and effort.
It means that you take advantage of the College’s resources (such as the Learning Center, Writing Center, Library workshops, Technology workshops) to ensure that your skills are at the levels they need to be for college work.
It means that you continuously assess your progress in each class and immediately take steps to address any deficiencies or weaknesses.
It means that you accept the consequences when you do not meet your responsibilities as a student.