DREXEL UNIVERSITY
College of Arts and Sciences
Department of English and Philosophy
Summer AY 06-07
Course Number and Section: COM 230-012 Instructor: Dr. Thomas Houessou-Adin
Course Title: Techniques of Speaking Office: PSA Building Room: 305
Course Dates: 6/25 - 8/31/07 Office
Hours: F 3:00-4:30 p.m. and by Appt.
Days and Time: MWF 12:00 - 12:50 p.m. Office
Telephone: 215.895.2763/267.918.9059
Location: Curtis Hall Room: 258 Email: th85@drexel.edu
/ojubanire@gmail.com
Required Text: Pfeiffer, William S. Pocket Guide to Public
Speaking. Prentice Hall ISBN: 0-13-041544-8.
Course Description:
It is night on the savannas of Africa, and huddled around
a campfire that provides warmth and protection against the darkness beyond, are
some forty creatures who have human form. The campfire may have been the
original site of civilization. It provided a time for conversation, an exercise
period for the new and dawning power of speech. Through speech these early
persons could exchange and build ideas, interpret the experiences of the day
and learn from them, and plan for the experiences of the morrow. They also
could settle disputes, and tell stories that would remind them of heroic
accomplishments. In other words, around these ancient campfires humans would
first practice forms of public conversation that the Greeks later identified as
basic types of public speaking: forensic speech, which deals with judgments of past behavior in
search of justice; deliberative speech, which debates plans for future action; and ceremonial speech, which celebrates the actions, traditions, and values
of group life. (Michael Osborn et al. Classical Origins of Public Speaking, 1992)
Public Speaking, a unique form of
communication, is an ancient dynamic transaction between humans as shown in the
above quote and it still plays a pivotal role in contemporary life. From
everyday casual conversations or debates, self-introductory speaking and
classroom presentations through business and professional careers, speech
communication is needful to humankind as air. A lack of effective speaking
skills can be too costly, including missing business opportunities, being passed
over for promotion, and losing handsome amount of money over oneÕs career.
This course is a forum where
students will learn to become confident and engaged communicators through clear
explanations, thorough preparation, and a lot of speech delivery practice.
Students taking this course will learn inter alia, how to control Glossophobia,
or speech phobia, also called stage/performance fright, or speech anxiety, and
how to put their fear of speaking publicly into perspective. Indeed, Òfeeling
some nervousness before giving a speech is natural and even beneficial. But too
much nervousness can be detrimental.Ó In this course therefore, research and
reasoning, audience analysis, clear organization of ideas and support
materials, diction and clarity of expression, and the interaction of verbal and
non-verbal behaviors, are all emphasized.
Learning Outcomes: Upon successful completion of this course,
students should be able to:
á Demonstrate familiarity with basic concepts and
vocabulary of Speech Communication
á
Demonstrate techniques
of effective public speaking
á
Make speech preparation
an oral and collaborative process
á
Research and incorporate
data into prepared speeches
á
Create and integrate
effective visual aids into speeches
á
Adhere to common
principles of clear explanation
á
Think critically and
communicate effectively in writing and speaking
á
Establish good eye
contact, poise and judicious confidence while speaking publicly
á
Recognize the centrality
of the audience in speech preparation
á
Adjust speech content in
light of the audienceÕs response
á
Develop verbal skills
using American business English
á
Choose appropriate
rhetorical modes for the material, the purpose, and the audience
á
Give and receive
constructive speech critique
Learning Outcomes Assessment: The
grade for this course will be
based on the following:
á
Attendance and Active
participation (Peer Feedback) 15%
á
Impromptu
Self-Introductory Speech 10%
á
Two quizzes on assigned
readings and material covered in class 30%
á
Informative Speech
(Speech Outline will be submitted) 15%
á
Two Persuasive Speeches
(Speech Outlines will be submitted) 30%
Individual Speech Presentation Assignments
INFORMATIVE
SPEECH (Pfeiffer, p. 14)
Interview someone who you
know has given any kind of speech within the last year. Report on the
individualÕs answers to some or all of the following questions:
PERSUASIVE
SPEECH
Persuasive
Speech #1
Prepare
a Persuasive Speech on a controversial topic of your choice. Remember that
evidence does not speak for itself. You will have to select the data you want
to use and combine each fact with a claim that support your point of view. The
thesis you establish and the recommendation you make can be of your own
invention. You do not need to use all the information in your speech, but you
should be able to respond to questions that members of the audience might ask.
Use as many tools of the trade as you deem fit.
Persuasive
Speech #2:
Prepare
a second Persuasive Speech on a topic of your choice. Remember, topics
presented in the first round of Persuasive Speech are NOT permitted in the
second round. Keep in mind that coercion, manipulation, bribery, and deception
are not persuasion.
Nota Bene: For each
speech, except for the Impromptu Self-Introductory Speech (2 minutes), the student will submit one page
typewritten outline of the speech presented. The Individual Speech
Deliveries, viz., One Informative Speech and two
Persuasive Speeches will be 6 minutes
long each for the oral presentation and 5
minutes each for the critique/Student feedback thereafter, a total of 11 minutes per presentation. Before each
presentation, students will be given a Peer
Evaluation Form as a guide for
constructive feedback.
Classroom Etiquette: As a matter of mutual respect and courtesy for
each other, both the instructor and the students will follow these basic rules:
Disability
Accommodations: Students with disabilities who require
accommodations (academic adjustment and/or auxiliary aids or services) for this
course must contact the Department 215.895.1313.
Academic Honesty: In preparing your assignments,
keep in mind that two basic elements of the writing/speaking process are Òthe
development of independent thought and a respect for the thoughts of others.Ó
Penalties for plagiarism range from failing a particular assignment to failing
the course. Drexel UniversityÕs policy on plagiarism can be found at http://www.drexel.edu/studentlife/studenthandbook/honesty10.htm
As students, you can tell that academic honesty is taken very seriously throughout the academe. Therefore, in my capacity as your Technical Communication instructor, I want to do all I can to guard you against this unfortunate and gross mistake. I must first inform you that the turnitin.com and EVE2 plagiarism software, which are two powerful tools that help faculty track down unacknowledged sources in papers, are available to teachers. A word to the wise! The recommended booklet supra, Understanding Plagiarism is very elucidating. Also, it is my pleasure to share with you the eight point shortcut to avoiding plagiarism proposed by Dorothy U. Seyler (1999), on page 115 of her book, Doing Research: The Complete Research Paper Guide.
!WARNING! Each one of the following strategies results in a form of plagiarism!
á
Downloading a paper from
the internet
á
ÒBorrowingÓ a friendÕs
paper from last semester
á
Turning in a paper
without any documentation
á
Turning in a paper with
in-text citations but no Works Cited page -- or the other way around
á
Copying passages from a
source without putting the passages within quotation marks
á
Documenting only quoted
material but not documenting paraphrased material
á
Retaining too much of
the wording and style of the original in paraphrasing
á
Placing in-text
citations at the end of long passages without making clear how much of the
passage is from the source
Attendance and Participation Policy: Student participation is an essential part of the instructional process. Students are expected to contribute to the learning environment of their courses and to fulfill their academic responsibilities through active participation in the learning process. Participation standards for this course include first and foremost attendance at all class sessions, and meaningful contributions to class discussions, via answering questions and/or making constructive comments or suggestions as well as completing assigned homework. Students who do not meet the participation standards will receive a lower grade.
Indeed, students cannot participate in their courses unless they attend class. Attendance is a requirement for this course, although physical presence in class is not enough to score full credit for Attendance and Participation. Students are reminded that final grades are determined by performance of all course requirements, including attendance, which will be recorded for each class.
Any student who misses the equivalent of two weeks of class, that is, SIX classes in this case, may be given a failing grade for the course. Only absences as a result of fully documented medical emergencies and participation in away-games by student athletes are excused. In such cases, the instructor will require make-up work from students upon their return to class. Besides, every unsubstantiated absence is worth 3 points off the Attendance and Participation grade. In other words, FIVE such absences will result in a grade of 00/15 for Attendance and Participation.
|
Course Average |
Letter Grade |
|
97 - 100 |
A+ |
|
93 - 96.99 |
A |
|
90 - 92.99 |
A- |
|
87 - 89.99 |
B+ |
|
83 - 86.99 |
B |
|
80 - 82.99 |
B- |
|
77 - 79.99 |
C+ |
|
73 - 76.99 |
C |
|
70 - 72.99 |
C- |
|
67 - 69.99 |
D+ |
|
60 - 66.99 |
D |
|
00 - 59.99 |
F |
WEEK
1
6/25/07: Introduction
to course/Presentation of class format
Student
Impromptu Self-Introductory Speeches (2 minutes each)
6/27/07: Entering Behavior (a quick check of students'
knowledge on the subject prior to taking this course) Pfeiffer, Chs 1-2 pp.
1-36
WEEK
2
7/2/07: Pfeiffer,
Chs 3-4 pp. 37-73
Persuasive Speech: Favorable,
Neutral, and Unfavorable Audiences
7/4/07 :
Pfeiffer, Chs 5-6 pp. 75-126
Video: ÒUsing Visual AidsÓ (10 mns)
7/6/07: Pfeiffer, Appendix pp. 127-137 QUIZ #2
WEEK
3: Learning-by-Example
7/9/07: Self-Introductory
Speech -- Impromptu Mode
Videos: ÒMy Twenty-First Birthday PartyÓ (4mns) and ÒWhoÕs
Going to StandÓ (5mns)
Critique/Analysis
of the two Speeches
7/11/07: Informative
Speech -- Extemporaneous Mode
Videos: ÒThe Trouble with NumbersÓ (8mns) and ÒSame
Holidays, Different CustomsÓ (8mns)
Critique/Analysis
of the two Speeches
7/13/07: Persuasive
Speech – Verbatim/Manuscript and Memorized Modes
Videos: ÒSchool of the AmericasÓ (6mns) and ÒWe DonÕt Have
to Live in SlumsÓ (8mns)
Critique/Analysis
of the two Speeches
- Ceremonial Speech: Manuscript Mode
Videos: ÒTribute to MusicÓ (6mns) and ÒMartin Luther King,
Jr. at the MountaintopÓ (7mns)
Critique/Analysis
of the two Speeches
WEEK
4: Learning-by-Doing: Informative Speech
7/16,
7/18, 7/20/07: Individual Informative
Speech Delivery and Feedback
WEEK
5: Learning-by-Doing: Informative Speech
7/23,
7/25, 7/27/07: Individual Informative
Speech Delivery and Feedback ContÕd
WEEK
6: Learning-by-Doing -- Persuasive Speech #1
7/30,
8/1, 8/3/07: Individual Persuasive
Speech Delivery and Feedback
WEEK
7: Learning-by-Doing -- Persuasive
Speech #1
8/8,
8/8, 8/10/07: Individual Persuasive
Speech Delivery and Feedback ContÕd
WEEK
8: Learning-by-Doing -- Persuasive Speech #2
8/13,
8/15, 8/17/07: Individual Persuasive Speech Delivery and Feedback
WEEK
9: Learning-by-Doing -- Persuasive Speech #2
8/20,
8/22, 8/24/07: Individual Persuasive
Speech Delivery and Feedback ContÕd
WEEK
10
8/27,
8/29, 8/31/07: Instant
Speaking; Course Evaluation