SP 410-N ADVANCED PUBLIC SPEAKING Spring 2010

Instructor: Mr. Kevin Benson Office: Lindaman 114 Department Phone: 777-4739 Office Hours: By appointment and Office Email: [email protected] Tuesdays 5:30 – 6:30 p.m. Cell Phone: 509-879-7842

PLEASE NOTE: I am not available on campus during the day. During business hours, the best way to reach me is via e-mail or by calling me on my cell phone (listed above).

Department Goals: This course will focus on the following communication studies departmental goals:

3. Demonstrate the public speaking and presentation skills required to excel in an entry level communications-related job. Students will be able to gather information and present it to diverse audiences. Students will be comfortable and confident in delivering successful oral presentations that inform or persuade their listeners. Students will be able to represent themselves and their own viewpoints, as well as the viewpoints of others. Students will demonstrate preparation at each stage of the speaking process: in generating ideas, gathering information, focusing their thoughts coherently and logically, preparing a draft, rehearsing delivery, using visual aids, polishing a final presentation, and critiquing their own performance.

5. Demonstrate the critical thinking skills required to excel in the intellectual, professional and personal dimensions of life. Students will be able to apply higher level thinking skills to human communication situations. Higher level thinking skills include: application of communication principles in the classroom, and beyond; analysis of the parts, organization, arrangement, relationships and principles of communication; synthesis of parts of communication to produce unique communication messages; and evaluation of communication by making appropriate quantitative and/or qualitative judgments of communication

6. Demonstrate the skills necessary to make and defend sound ethical decisions. Students will understand the need for sound ethical decision-making, and the concepts necessary to make such decisions. Students will extensively practice defining, resolving and defending ethical decisions. Students will clarify their personal ethical values and explicitly relate them to the professional environment that they will enter. Page 1

Course Objectives: By the end of the term you should be able to:

1. Advance persuasive and effective messages in a variety of public speaking contexts with logic and evidence.  Display logic to support arguments  Use primary and secondary evidence to establish persuasive arguments  Use research based evidence and story as proof  Deliver serious and humorous persuasive messages

2. Display critical listening skills and explain how audience responses affect speakers.  Provide civil and critical feedback to peer speakers  Alter delivery during speeches based on reading nonverbal audience cues

3. Display improvements in your verbal and non-verbal delivery skills.  Record demonstrable improvements in physical movement and gestures  Record demonstrable improvements in vocal range and rate  Sustain effective delivery to skeptical or hostile audiences  Enhance abilities to respond to post-speech questions

4. Make effective multimedia presentations.  Create PowerPoint slides and integrate sounds and images  Use slides effectively in formal presentations

5. Understand the process of crafting a speech by using effective language.  Use descriptive and appropriate language in various rhetorical situations  Expand your vocabulary

6. Understand the significance of credibility in rhetorical situations  Display integrity and credibility in classroom speeches  Articulate ethical and civil demands on speakers

Class Materials: The class will not use an assigned textbook. You must read one news magazine each week and stay up with current events, especially pertaining to campaign speaking during this presidential election season. Research assignments and class debates will require library reading on several current and philosophical topics. Videotapes of famous and/or current speakers may be assigned. Check Blackboard for other directions about reading assignments and related tasks.

Two of your in-class graded speeches will be taped. (The technical details will follow.)

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Important Policies:

1. Expectations. I expect a class atmosphere of respect for your fellow human beings as we travel this road together. I also expect a class atmosphere of critical thought and your best efforts. Please come prepared to participate.

2. Attendance: Your attendance in class is critical to fulfillment of course objectives. Discussion is vital to the learning process and I want to hear your input in class. You will be penalized points for each absence. Please clear absences with me in advance for participating in a university sponsored activity.

3. Due dates: No late work will be accepted. Assignments are due at the start of class. Speeches cannot be made up. This is the real world. When speakers accept speaking assignments, they are obligated to be ready to speak on that date at that time. If you are not prepared to speak, you receive a zero on that speech. Talk to me in advance if there are problems or illness.

4. Plagiarism and cheating: Plagiarism is defined by Webster's New Collegiate Dictionary as: a. To steal or pass off the ideas or words of another as one's own. b. To use a created production without crediting the source. In your writing and speaking I expect the ideas you express to be your own and to properly cite the sources you use. Cheating will not be tolerated in any form.

Please note that I take extremely seriously the university’s policy on the need for academic honesty in all your work. I refer you to the Whitworth Catalog, and the current Student Handbook, where guidelines on plagiarism and other forms of academic dishonesty are spelled out. Any form of dishonesty in an assignment will lead to a zero on the assignment, and I reserve the right to give a grade of F for the course as well.

5. Study and preparation: Please make the time to prepare for speeches ahead of time. You might be able to cram for exams and write papers the night before they are due, but preparing a speech is something different. You lack of preparedness will be painfully obvious to you and the class, so save your self the embarrassment and poor grade. Make the time to prepare a good speech.

6. Quantity of Time for Class Preparation: The time spent in class preparation may be just as important as the time in class itself, and each course is a valuable part of your education. Therefore, expect to average between 6 and 9 hours each week in class preparation time for each three-credit course. The syllabus outlines due dates for assignments and tests. Please schedule your preparation time anticipating that items for this class may come due at the same time as items for other classes, both in and out of your major. The quantity of time spent preparing for each class generally correlates to the final grade earned. Page 3

7. Grading: Scale of percentages: A 90-100% B 80-89% C 70-79 D 60-69% F 59- 0%

8. Help: If you are having trouble in the course please come by my office and talk with me. I am here to help you. If my office hours conflict with your schedule please see me in class for an appointment. I will be happy to listen to your speech and help you with it before the day you are assigned to speak. I want to help you improve all of your skills. Please take advantage of the office hours for further instruction on improving your speaking skills.

9. Format: You may use two 4"x 6" notecards on all speeches (except the major address). Students using more than two cards or using larger cards will be docked a letter grade. This will be enforced. Do not read to the class!

10. Time Limits: It is very important that you maintain the time limit on speeches. For each minute that you go over or under the time limit, the final grade of that speech will be lowered by 5% of the total possible points. This is enforced!

11. Outlines: Each speech must be accompanied by a typed paper outline, turned in to me on the class period that you speak. The outline is a skeleton of the speech you deliver in class, and it should include a bibliography of sources you quote. It MUST follow my format.

12. Oral Citations: *This is critical. IN ALL SPEECHES ORALLY CITE YOUR SOURCES OF EVIDENCE. Tell me where you got this information and why we should believe you and the source. For example "David Gerrold, noted writer of "The Guide to Star Trek" was quoted in the January 20th edition of Newsweek as claiming that Star Trek: First Contact was the best Star Trek movie ever made." This provides the class with: a. The name of person you are citing b. His or her qualifications to speak on this issue c. The source of the information for our reference.

13. Format: Please type all homework assignments and papers. Use a 12 pitch font and standard format like New York Times or Arial with one inch margins. Double space your work.

14. Electronics: You must have an active email account that can receive attachments. Deactivate all electronic pagers, cell phones, etc. during class time. These hours are sacred. Save documents in Microsoft Word, Excel or PowerPoint to send to me as I cannot open other word processing documents. Page 4

15. Special Needs: Whitworth University is committed to providing its students access to education. If you have a documented special need that affects your learning or performance on exams or papers, you will need to contact the Educational Support Office (Andrew Pyrc – ext. 4534) to identify accommodations that are appropriate.

Possible points: Inspirational Speech #1 20 pts + 10 pts outline Narrative 50 pts + 10 pts outline Policy Speech 100 pts + 10 pts outline Current Events Analysis 100 pts + 10 pts outline Inspirational Speech #2 20 pts + 10 pts outline Major Address 120 pts + 15 pts text Speech to Entertain 70 pts + 10 pts outline

Peer Critiques On-Line Evaluations 200 points

Speaker Evaluations (25 pts x 3) 75 pts President Robinson Speaker Two Speaker Three Self Critiques (25 pts x 4) 100 pts Inspirational Speech #1 Narrative Speech Policy Speech Current Events Analysis

Final: Self Critique 50 pts Total: 1000 pts (excluding homework)

(Speeches = 500 points and written work = 500 points)

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SPECIFIC ASSIGNMENTS

1. INSPIRATION SPEECH (2x this semester) 20 points 3-6 minutes

Assignment: Select a proverb, quotation or famous line. Your goal is to analyze this audience and present a speech to encourage, uplift and/or motivate the class. You should contribute an idea to the common good or the promotion of civility. You should make one central point and illustrate it clearly. The analysis should be your own.

Examples include passages of Scripture, encouragement in times of trial during the semester, comfort in light of world events, and suggestions for personal renewal.

2. NARRATIVE SPEECH 50 points 4-8 minutes

Assignment: You will recount some real personal experience from your past and the lesson you learned from it. Tell this as a compelling story. Your goal is to reveal something you about yourself and explain what you learned from the experience, and make a point to the audience.

Examples would include a key moment from high school, you conversion experience, mentoring from a family member, the time your dad saved you from a driving ticket, a significant lesson from sports or life in a group, and how dramatic changes shaped have your life.

3. POLICY SPEECH 100 points 8-10 minutes

Assignment: You have been given the power to regulate a group, organization, company or government entity of your choice. (Kind of like Congress and the POTUS all in one.) Tell the class about the one new policy you are mandating for your chosen group.

Example regulatory policies might include policies on: Affirmative Action, Crime Prevention, Harassment Precautions, Dress Codes, A National Privacy Policy, Cell Phone use while driving, National Recycling Rules, Identification Protocols, Conflict of Interest Policies, Internet Censorship Policy, Hate Crime Policy and others. This speech must have at least six different sources of information, not including you. The topic must be significant and relate to events of the last year. Where possible, make this policy as realistic as possible.

4. CURRENT EVENTS ANALYSIS 100 points 12-15 minutes and 8 of questions

Assignment: This speech requires you to choose a regional, national, or international topic of interest. It must be a significant topic with some political orientation. Your goal is to brief the class and make an argument. You must present the recent history of the Page 6

event and why it is important for the class to know.

This speech MUST persuade the audience to accept or consider a particular point of view. The speech must have at least seven different sources of information, not including you. The topic must be recent, as in the last 90 days. You must draw some critical conclusions from you speech. You will field questions from the class after your speech.

This MUST be a multimedia presentation. You must use at least two of the following: PowerPoint slides Videotape clips Internet Sources (You Tube, websites, etc.) Overhead slides You must give me the topic and identify the media you plan to use at least one week before the speaking date. Conventional visual aids may be used as well such as posters, models, and handouts.

Examples would include changes in airline security, the recession, rebates to taxpayer, tension in Iraq, fighting terrorism, the homeless, rising tuition costs nationwide, urban poverty, and race relations.

5. MAJOR ADDRESS 120 points + 20 for text 15-20 mins and 10 of questions

Assignment: You will deliver a persuasive speech to the class. This capstone speech should display outstanding delivery skills, excellent reasoning, and use of theories of effective persuasion. The speech must have at least seven different sources of information, not including you. Your goal is to BOTH convince and actuate the audience. You must outline specific action steps the audience should take within the next four days in response to your persuasion.

You will write a complete text for this speech, not an outline. You will submit the text on the speaking date. The text must match your delivered speech.

*Reading Major Address drafts OUTSIDE of class with partners. You will write out a script for the Major Address. You will share the script with a partner and work together to strengthen the speech. I must see evidence of these drafts and evolution of your thinking. There will be a preparation grade assigned for this work.

** You must schedule a conference with me ten days in advance of the speech to discuss the speech. I will assign some persons to act hostile during the speech and ask hostile questions in the question and answer time.

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Persuade the class to believe and do something. Past examples include support the arts by attending concerts, work with disabled children, get involved with the community, honor your parents, spent meaningful time in solitude, keep a spiritual journal, develop a creative outlet, begin to manage money, and help raise funds for a new treatment method at Sacred Heart hospital.

6. SPEECH TO ENTERTAIN 60 points Time Limit: 4-8 minutes

Assignment: You will deliver a humorous speech with a serious point. You can choose any type of humor and style of delivery appropriate for the course- irony, sarcasm, slapstick, self-depreciating, deadpan humor. Your goal is to move a persuasive central point and support your thesis using humor.

Past examples include condemning Disneyland values, praising the liberal arts, hazards of not following directions, easy ways to camp, defining Whitworth Christianity, insights on kissing, being assertive in another country, over diagnosed disorders, cross cultural confusion, life in an African-American church, and understanding the other gender.

This will be the final speech of the term and you will deliver it to a campus audience right before final exams. This will allow others to enjoy your good work.

7. SELF-CRITIQUE Evaluate your performance on the previous speech. This three to five page paper is typed in paragraph form and is free of grammatical and typographical errors. Address these items in your essay and signpost:

1. Assess the effectiveness of your persuasive message by analyzing your use of primary and secondary evidence. Explain the effectiveness of your research based proof and non-research based proof in persuading your audience. Analyze your use of serious and humorous material.

2. Evaluate the effectiveness of your logic, arrangement and invention in argumentation.

3. Explain why you believe you were or were not connecting with the audience. Define ways you met their needs before, during and after the speech.

4. Evaluate the effectiveness of your vocal qualities and use of vocal variety. Comment on specific vocal skills and deficiencies.

5. Evaluate the effectiveness of your nonverbal qualities and use of gesture, eye contact, and bodily movements.

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6. Evaluate the use of language and imagery (and visual aids when used). Analyze your use of descriptive language appropriate to the context.

7. Evaluate the effectiveness of your use of emotional and ethical appeals. Explain how you established and maintained ethos. Explain how you respected the audience in selection of ideas, images and proofs.

8. Describe the two strongest elements in this speech.

9. Describe the two major elements you still want to address in your own speaking. What will you do in the next speech to address these elements?

8. FINAL SELF-CRITIQUE This five to six page paper is typed in paragraph form and is free of grammatical and typographical errors. Address these items in your essay and signpost:

Part A: Evaluate your performance on the Major Address. 1. Assess the effectiveness of your persuasive message by analyzing your use of primary and secondary evidence. Explain the effectiveness of your research based proof and non-research based proof in persuading your audience. Analyze your use of serious and humorous material.

2. Evaluate the effectiveness of your logic, arrangement and invention in argumentation.

3. Explain why you believe you were or were not connecting with the audience. Define the ways you met their needs before, during and after the speech.

4. Evaluate the effectiveness of your vocal qualities and use of vocal variety. Comment on specific vocal skills and deficiencies.

5. Evaluate the effectiveness of your nonverbal qualities and use of gesture, eye contact, and bodily movements.

6. Evaluate the use of language and imagery (and visual aids when used). Analyze your use of descriptive language appropriate to the context.

7. Evaluate the effectiveness of your use of emotional and ethical appeals. Explain how you established and maintained ethos. Explain how you respected the audience in selection of ideas, images and proofs.

Part B: Evaluate your performance across the term. 1. From across the term, describe the three strongest elements in your own speaking.

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What makes these items your strengths and how have you used them effectively?

2. Describe the three major elements you still want to address in your own speaking. Explain how you will address them in the future.

3. Explain how your speeches contributed to the common good of our class community.

4. Besides you of course, who was the best speaker in the class? Explain three clear reasons.

9. OUTSIDE SPEAKER CRITIQUE Observe President Robinson’s Convocation address plus two more outside speakers. This five to six page paper is typed in paragraph form and is free of grammatical and typographical errors. You may not assess classroom lectures or peer speeches like Young Life presentations. You must see the speaker live and in person. No videotaped/online speeches or simulcast events. You may only critique the same speaker once.

1. Assess the effectiveness of the persuasive message by analyzing the use of primary and secondary evidence. Explain the effectiveness of research based proof and non-research based proof in persuading the audience. Analyze the use of serious and humorous material.

2. Evaluate the effectiveness of the logic, arrangement and invention in argumentation.

3. Explain why you believe the speaker was or was not connecting with the audience. Define the ways the speaker met, or did not meet, audience needs before, during and after the speech.

4. Evaluate the effectiveness of your vocal qualities and use of vocal variety. Comment on specific vocal skills and deficiencies.

5. Evaluate the effectiveness of your nonverbal qualities and use of gesture, eye contact, and bodily movements.

6. Evaluate the use of language and imagery (and visual aids when used). Analyze the use of descriptive language appropriate to the context.

7. Evaluate the effectiveness of use of emotional and ethical appeals. Explain how the speaker established and maintained ethos. Explain how the speaker respected the audience in selection of ideas, images and proofs.

8. Describe the two strongest elements in this speech.

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9. In two sentences, why would you recommend or not recommend this speaker to others?

10. OTHER ASSIGNMENTS There may be other assignments and homework tasks during the term.

SAMPLE OUTLINE- FOLLOW THIS MODEL FOR YOUR OUTLINES

Reasons to support a manned mission to Mars.

THESIS: The United States should focus its efforts on a manned mission to Mars within the next decade.

PURPOSE: To inform and motivate the audience to support a manned mission to Mars.

INTRODUCTION: (Discuss "Star Trek" and how we need to go where no one has gone before, state purpose, preview points)

I. Humans have a need to explore. A. Humans explored the New World. B. Humans explored new frontiers on Earth. C. Humans need to explore new frontiers beyond Earth 1. Humans studied in space. 2. Humans went to the moon.

---transition---

II. Human travel to outer space is desirable. A. Humans learn more from direct experience than from robots and probes. B. Humans need the challenge and romance of flying in space.

---transition---

III. Human space travel yields important benefits for everyone. A. There were consumer benefits from the Apollo program. B. There were health benefits from the Skylab program. C. There will be new discoveries and spin-off benefits from Mars missions.

CONCLUSION: (Review main ideas, restate purpose, tieback the intro, and get audience to support the mission)

BIBLIOGRAPHY: (MLA Style) Burgess, Eric. To the Red Planet. New York: Columbia University Press, 1978.

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"Rover on a roll: Mars exploration." US News & World Report 26 Jan. 2004: 55. Schmidt, Harrison. "In Space to Stay by 20??” Aviation Week and Space Technology. 15 Dec 2003 68.

These are sample bibliographic entries using MLA format. This is not an exhaustive list of possible sources of information or proper citations. I assume you will consult the latest version of MLA correct citing of other sources of information.

Books: Barad, Judith and Ed Robertson. The Ethics of Star Trek. New York: Perennial, 2000.

MacDonald, Gordon. Ordering Your Private World. Nashville, TN: Thomas Nelson Publishers, 1985.

Interviews: Robinson, Bill. Personal interview. 24 November 2005.

Jackson, Gordon. Telephone interview. 19 October 2004.

Journals: Bormann, Ernest. "Fantasy Theme Analysis: 10 Years Later." Quarterly Journal of Speech 58 (1982): 123-134.

Magazines: "The Gospel according to Robertson. US News & World Reports. 25 Feb. 1988: 21.

Rainie, Harrison. "Robertson's grand design." US News & World Reports. 22 Feb. 1988: 14-17.

Newspapers: Hodges, Sam. "The humanists, up close and secular." Spokesman-Review 23 June 1990, A12.

Pamphlets: Smith, Robert. AIDS: The Facts. Spokane, WA: Public Health Services, 1989.

Websites: “Mars Exploration Program Landing Sites.” www.marsoweb.nas.nasa.gov/landingsites/ <26 Jan 2004>.

Grading criteria for speeches follows these lines:

An A speech includes: A significant and interesting topic Citing the required number (or more) of quality sources of superior evidence Page 12

Superior reasoning and insight, superior argumentation Superior delivery that displays fluency, effective hand gestures, stepping with purpose, dynamic presentation Clear structure to your argumentation including an effective introduction and conclusion Semi-professional visual aids used effectively (when used) Establishment of your credibility and integrity of research

A B speech includes: A significant and interesting topic Citing the required number of quality sources of evidence Valid reasoning and perspective, excellent argumentation Good delivery that displays some fluency, good hand gestures, stepping with purpose most of the time, energetic presentation Good structure to your argumentation including good introduction and conclusion Semi-professional visual aids (when used) Establishment of your credibility or integrity of research

A C speech includes: A dated topic with limited interest to the class Citing most of the requires sources of fair evidence Some reasoning and perspective, valid argumentation Reading from cards with some delivery stumbles, and a consistent speaking voice Some structure to your argumentation Fair visual aids (when used) Some credibility or integrity of research

A F speech includes: A trite topic inappropriate for the class What is evidence? Circular reasoning, weak reasoning and argumentation Bad delivery- stumble city, no or bad hand gestures, little eye contact with audience, the "Curly Shuffle" or "Tower of Pisa." What is structure? Visual aids (when used) with typos, wrinkles, or food on them Lost credibility or no integrity in research

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Tentative Course Plan for SP 410 Advanced Public Speaking Tuesday Evenings 6:30p.m. – 9:30p.m. Weyerhaeuser 205

Feb 2 Intro to course Models of communication Basic review at warp speed: delivery, structure, argumentation & evidence

Feb 4 *11:00 am – Attend Convocation to hear President Robinson

Feb 9 Epideictic speech, *Inspiration Speech #1 – Group A *Inspiration Speech #1 – Group B *Robinson speaker critique due

Feb 16 *Policy Speech – Group A Handling audience questions (Videotaped in class)

Feb 23 *Policy Speech – Group B (Videotaped in class)

Mar 2 Guest Speaker - TBD Small Group Review Time Narrative Speech Prep *Policy Speech Self-Critique Due

Mar 9 Narrative Speech – Group A

Mar 16 Narrative Speech – Group B *Second outside speaker evaluation due

Mar 23 (No Class Meeting – Spring Break)

Mar 30 Guest Speaker – TBD *Inspiration Speech #2 – Group A *Inspiration Speech #2 – Group B

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Apr 6 *Current Events Analysis – Group A (Videotaped)

Apr 13 *Current Events Analysis – Group B (Videotaped)

Apr 20 *Major Address DRAFT DUE In-Class Peer Review and Coaching time for Major Address *(CEA Self Evaluation Due) *Third outside speaker evaluation due

Apr 27 *Major Address Performed in Cowles Auditorium

May 4 *Major Address Performed in Cowles Auditorium

Sun, May 9 *Speech to Entertain in Stage II – 7-9:00 pm

Tuesday, May 11 *Speech to Entertain in Stage II – 7-9:00 pm

Friday, May 14th – FINAL SELF EVALUATION DUE TO KEVIN BY 5:00 P.M. THIS PAPER MUST BE SENT ELECTRONICALLY VIA EMAIL

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