Instructor’s Resource Manual A Pocket Guide to Public Speaking Instructor’s Resource Manual A Pocket Guide to Public Speaking Second Edition Dan O’Hair Hannah Rubenstein Rob Stewart Prepared by Elaine Wittenberg-Lyles University of Texas at San Antonio Melinda M. Villagran University of Texas at San Antonio BEDFORD/ ST.MARTIN’S Boston o New York Copyright © 2007 by Bedford/St. Martins All rights reserved. Instructors who have adopted A Pocket Guide to Public Speaking, Second Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Manufactured in the United States of America. 10987 fedcba For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0-312-45210-1 ISBN-13: 978-0-312-45210-0 Acknowledgments “Late Night Reflections of a College President: A Virtual University,” by Nancy S. Dye. Published in Vital Speeches of the Day, Vol. LXIII, No. 24, October 1, 1997. Reprinted by permission of City News Publishing Co., Inc. “Testimony against Legalized Gambling before the U.S. House Judiciary Committee,” by Reverend Tom Grey, former executive director of the National Coalition against Legalized Gambling (NCALG). Delivered on September 29, 1995. Reprinted by permission of Tom Grey. “Free the Children,” address by Craig Kielburger, founder, Free the Children, www.freethechildren.com. Delivered before the U.S. Congressional Subcommittee on International Relations and Human Rights, June 11, 1996. Reprinted by permission of Craig Kielburger. “Teach for America,” commencement address by Wendy Kopp. Delivered at Drew University, May 20, 1995. Reprinted with permission of Wendy Kopp, president and founder of Teach for America. “Eulogy for Princess Diana,” by Earl Spencer. Reprinted by The New York Times, September 6, 1998. Copyright © 1998 by The New York Times Company. Reprinted with permission. PREFACE INTRODUCTION This Instructor’s Resource Manual to accompany Dan O’Hair, Hannah Ruben- stein, and Rob Stewart’s A Pocket Guide to Public Speaking, Second Edition, is a valuable tool for new and experienced instructors alike. For first-time instructors in the public speaking classroom, this comprehensive manual provides direction in defining a pedagogical stance and constructing related teaching strategies, and in planning and organizing a public speaking course. For experienced instructors in the public speaking classroom, the manual offers creative and innovative advice for incorporating variety into teaching methods and activities. And for instructors in any academic discipline, the manual gives concrete guidance in incorporating oral presentations into a range of college classes — the social sciences, humanities, education, business, science, and engineering. For all instructors, it provides a framework for the course and for teaching the content of the text. Although this Instructor’s Resource Manual is comprehensive in terms of content, many of the interpretations, analyses, and activities are simply basic guidelines or suggestions; thus instructors are encouraged to adapt exercises and discussions to their own teaching styles and strengths, as well as to each classroom’s climate and culture. A Pocket Guide to Public Speaking, Second Edition, has been designed with today’s busy student in mind, providing the tools students need to prepare and de- liver a wide range of speeches, all in a brief format. Commensurate with the spirit of the text, the Instructor’s Resource Manual is designed to help instructors facili- tate student learning. Just as students must develop the knowledge and skills that will allow them to become effective public speakers, the philosophy of this manual is that instructors must acquire the knowledge and skills necessary to become ef- fective teachers. Honing the skills most appropriate to achieving learning goals will involve commitment, critical thinking, adaptation and change, and a willingness to engage in a dialogue with students. ORGANIZATION AND HIGHLIGHTS OF THE MANUAL The Instructor’s Resource Manual begins with a section on course management that offers general suggestions and advice for instructors of the public speaking course as well as any other course that includes public speaking elements. Part 2 narrows the focus to organizing and structuring a public speaking course, as well as incorporating public speaking content into courses across the curriculum. Part 3 then provides a chapter-by-chapter analysis of the content of A Pocket Guide to Public Speaking, Second Edition, as well as specific suggestions for teaching course v vi PREFACE material on each chapter’s topics. Part 4 provides additional resources for teachers and students, and Part 5 contains sample speeches for analysis and discussion. In Part 1, Course Management, instructors will find advice on defining a pedagogical stance and formulating a teaching philosophy as well as suggestions for setting and achieving student learning goals. Recommendations for running the classroom include handling grade complaints and dealing with confrontations; soliciting feedback from students; encouraging and using communication outside the classroom; and giving tests, grading speeches, and evaluating assignments. In addition, several teaching strategies — involving role playing, games, field trips, classroom guests, computer-mediated communication, brainstorming, home- work, goal setting, and student empowerment— are described and analyzed. Part 1 discusses incorporating films and videos, classroom ethics, and plagiarism. It also addresses special student considerations, such as culture and gender, English as a second language, students with disabilities, and nontraditional students. New to this edition is a section offering tips for beginning instructors as well as advice for instructors using A Pocket Guide to Public Speaking, Second Edition, for the first time. This section includes helpful descriptions of the resources available with Pocket, advice for classroom discipline, and key FAQs covering common concerns of first-time instructors. At the end of Part 1, a section titled “Using the Pocket Guide in Other Courses” gives advice to instructors who are incorporating public speaking into their courses for the first time. Part 2, Organizing and Structuring a Public Speaking Course, includes detailed sample course syllabi and schedules. Other highlights of this section are sample speech assignments, guidelines, and grading sheets for use by both instructors and students in evaluating speeches, a discussion on incorporating technology into public-speaking assignments, and suggested activities using PowerPoint technol- ogy. The section titled “What to Focus on When Time Is Limited” is designed to help instructors in other disciplines integrate public speaking into their classes. It includes suggested courses of study for one- or three-week units on public speak- ing, along with a brief speech grading sheet that helps instructors evaluate student presentations in classes across the curriculum. Part 3, Chapter-by-Chapter Analysis, highlights the major components of A Pocket Guide to Public Speaking, Second Edition. For each chapter, a chapter con- tent outline is provided, and all key terms are defined. Class discussion questions and content presentation ideas are provided, along with numerous activities and exercises to reinforce students’ understanding of the material. GENERAL SUGGESTION FOR USING THE MANUAL This Instructor’s Resource Manual includes all the materials an instructor needs to structure the course, present the material in the text, and facilitate students’ cogni- tive and experiential learning. Nevertheless, instructors should use these materials in a way that best suits the goals they have set for the course and to encourage stu- dents’ effective learning. Based on the level of teaching experience, each instructor will find different aspects of the manual helpful. Hopefully, the manual will make teaching the course more enjoyable and rewarding for instructors and learning the material more satisfying for students. PREFACE vii In using the manual, the instructor must adapt the assignments and activities to the particulars of each class. To do this, the instructor must consider such issues as time constraints, number of students, academic background of the students, class climate, and individual teaching style. What works well for an instructor in one class may not necessarily suffice for another. Generally, we suggest that instructors examine the first two parts of the manual before the first day of class. Considering beforehand your own positions as well as how you anticipate handling any problems that might arise during the semester will best prepare you to respond to the collective needs of your students and en- sure a smoothly run, productive class. In all likelihood, you will encounter issues that will cause you to rethink your stance or the way in which you have structured the class and the course. Use the syllabi and schedules provided, but understand their tentativeness; you may have to add to, change, or eliminate portions to ac- commodate your goals or the students’ needs. In effect, Parts 1 and 2 of the In- structor’s Resource Manual are simply a compendium of general advice, along with some specific guidelines for instructors of other courses who are pressed for time yet need to incorporate public speaking into their syllabi. Before using Parts 3 and 4 of the Instructor’s Resource Manual, we suggest you first read the text