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INSTRUCTOR’S MANUAL FOR

Public

Speaking

THIRD EDITION

William Keith &

Christian O. Lundberg

Terri R. Metzger

California State University,

San Marcos

INTRODUCTION

This manual corresponds with Public Speaking by William Keith and Christian O. Lundberg. This book

takes a broad and analytical look at public speaking—the choices inherent in public speech, the

responsibilities of public speakers to fairly inform audience members, the types of small public speaking

roles that all students will encounter throughout their lives, the common pitfalls that good public

speakers can avoid or overcome, and the tools that public speakers use to construct public speeches.

This balanced approach, combined with many illustrative in-depth drilldowns, lends itself well to either (1) a

general introductory course underpinned by substantive details and MindTap activities, quizzes, and more

challenging questions, or (2) an advanced course that builds on the broad scope of the textbook by revisiting

This instructor manual is designed to support your endeavors as an instructor to create a learning

environment that encourages students to be engaged in learning the material, not simply going through

the motions of accomplishing the minimum requirements to earn credit for the course.

This instructor manual for the Keith and Lundberg textbook has three sections:

 Part I provides information regarding a:

▪ Teaching approach for a speech class using this textbook

▪ Sample syllabus for a 16-week course, with sample schedule, assignments, and grading

factors.

 Part II includes a general overview of resources common to all chapters, but then focuses on

material specific to each chapter, as follows:

▪ Brief chapter summary

▪ Chapter outline

▪ Glossary

▪ Reading targets, learning activities, and learning goals

▪ MindTap and Cengage resources

 Part III is the appendix, which provides three sample speech outlines.

I am grateful to my colleagues who have been teaching Oral Communication with me at California State

University San Marcos, sharing ideas and techniques, designing and redesigning assignments, testing

new ways to draw our students into the learning process. A special thanks to my family, Greg, Weston,

and Mitchell, who have co-invested the time required for this project.

PART I TEACHING A PUBLIC SPEAKING CLASS

This section of the instructor resource manual contains ideas to help engage students with the content

discussed in the textbook, involving the students in active learning about oral communication. As an

instructor, you focus on what you want your students to learn and on how you can help them achieve

those goals and can monitor their progress. Those instructional tasks and goals are similar to the

concerns that we want our students to address when preparing for and giving a speech—that is, decide

on an appropriate goal and then make decisions and deliver the speech in an ethical and appealing

manner that will help achieve that goal, all with the audience members in mind. Thus, the instructor

models the educational and instructional objectives that Keith and Lundberg support—which also are

reflected in the sample syllabus in this section and the chapter-specific materials in Part II.

In addition, although you might think that students would understand the diverse applications of such

skills, teaching a public speaking or communications class usually entails explaining and reinforcing the

innumerable situations that might require speaking and related research, organization, and

argumentation skills, such as the following examples cited in the Keith and Lundberg textbook:

 Giving a speech to student government representatives to advocate a specific policy

 Participating in a job interview and answering the common request “to tell us a little about

yourself”

 Persuading people in your neighborhood or community to take action (or to vote)

 Pitching a business proposal to your peers, your boss, a client, or a potential financial backer

 Convincing a loved one to do something (or not do something)

In this section, you will find suggestions for creating an engaging classroom climate, ideas for activities

that will enhance student engagement and learning, strategies for prioritizing learning over coverage, a

recommended reading list for learning more about effective teaching, a sample syllabus template (with

suggestions for course policies that assist a smooth delivery of the course), and a sample syllabus for a

16-week course, with sample schedule, assignments, and grading factors.

SUGGESTIONS FOR CREATING AN ENGAGING CLASSROOM CLIMATE

At least five characteristics of a class environment can help students engage with the course material

and each other—a primary emphasis of the Keith and Lundberg text. When students are engaged and

thinking about what they are doing and learning, the learning can “stick.” Bottom line: Do everything

you can to help students learn.

Clarity

Do what you can to make sure that all of your expectations are clear. When you clearly explain your

expectations about what will happen (and how) in class meetings—the kind of work students will be

doing and how the work will be graded—you help students understand the target. Thus, students do not

waste time trying to figure out what they should be doing. In other words, they engage immediately in

the lesson. Some ways to increase clarity include:

 A detailed syllabus—especially explaining course policies such as attendance, academic honesty,

possibility of extra credit, and elements of the course grade—is essential for laying a clear

foundation for the class and linking course content to the Keith and Lundberg text and

associated MindTap resources.

 Detailed assignment descriptions should be provided in writing by posting the material online or

in MindTap or by distributing copies in class.

Make clear connections between all elements of the course, a specific focus of the Keith and Lundberg

text. Give students a framework not just for the concepts, but also for the activities—that is, explain

how online and in-class activities complement each other to meet the course student learning

outcomes.

Personal experience

Do what you can to make the climate personal for students. For example, learn the names of your

students, and use their names often. When possible, require students to make individual connections to

the assignments, such as selecting topics that are relevant to their own personal experience and using

personal examples in their speeches. Sometimes you can personalize assignments; for instance,

students might be required to (1) give a short speech of introduction for a classmate about to deliver a

classroom speech or (2) give an announcement speech about an upcoming campus event that the class

members might be interested in attending.

Interactive classes

Do what you can to make the class meetings interactive. That is, do not talk the entire time (even the

first day of class, when we usually discuss the syllabus). Frequently ask students to discuss ideas with a

partner or small group, and hold them accountable for producing information by having groups report

to the larger class or summarize their thoughts in writing. Individual writing reflections can be a useful

tool for preparing students to interact because a brief free-write gives them time to put their thoughts

into words. The chapter-specific materials in Part II provide many ideas for interactive opportunities for

students to engage with the ideas and each other.

Course connected to the student world

Do what you can to connect the course material to the students’ experiences. Consider more than just

future experiences (such as potential careers), and link past and current experiences as well. Pay

attention to campus and community events that illustrate the course concepts. Tie your course to the

topics and activities that students are experiencing in other courses, such as a campus read or campus-

wide requirements (such as speaking across the curriculum or senior experience presentations).

Intentional and goal-oriented activities

Do all of this intentionally with clear and stated goals. Choose classroom activities with care so that they

are closely aligned with your course goals (and make sure that students know why they are asked to do

activities and assignments). Carefully consider how you can use technology to engage students. When

delivering information via digital technology, consider the pacing of information flow so that you do not

move too quickly through the information, given student attention spans. When you show a media clip,

explain what they should watch for—and afterward, reinforce the point.

Many resources and ideas support creating a classroom environment conducive to learning. Never

underestimate the value of a colleague’s experience or suggestion, and pay close attention to your

students. They may not tell you with words, but they are your best source of information for assessing

how the course is being received.

ACTIVITIES TO ENHANCE STUDENT ENGAGEMENT AND LEARNING

DURING THE TERM

Increasing student motivation to read the textbook

You may have noticed that not all of your students eagerly open the textbook in a distraction-free

environment, creating individual ways to engage with the material when they are fresh from 8 hours of

restful sleep. In the worst case, some students might not even purchase the textbook. Some suggestions

that can help motivate students to read the assigned textbook material include the following:

 Assign a reasonable number of pages from the textbook. Do not overload the students.

 Give your students a reading goal or target by telling them what they should accomplish by

completing the reading assignment. This goal or target can be a single statement that

encompasses the chapter information or can be related to an upcoming assignment. The

chapter-specific materials in this instructor manual contain a reading target for each chapter.

 When facilitating class discussions, refer to the defined terms and specific examples used in the

Keith and Lundberg textbook.

 Help students engage with text material during class discussions and activities by re-reading a

section of the chapter, referring to a discussion or review question. (Students will need to bring

their textbooks to class, or you can project the e-book on the classroom screen.)

 You also can allow individual students who do not know the answer to ask for help from the

class.

 Assign online quizzes or assessments to be completed before the class discussion on the

assigned reading material. Because the quizzes are completed remotely via Internet connection

and course management system—such as MindTap, WebCT (Blackboard Learning System), or

Moodle—they are open book. You can impose a time limit on the quizzes if you want students

to recall at least some of the material; otherwise, they will look up the answers. However, if you

select questions to cover the important concepts, the students are engaging with the material

when looking up the answers, and that arguably is the point.

 Tie concepts from previous readings from Keith and Lundberg (and supporting materials) to the

Using the textbook questions to engage students

Review questions and discussion questions are provided at the end of each chapter in the Keith and

Lundberg textbook.

Review questions are designed for students to report their declarative knowledge; that is, recall and

report on the idea or concept they read. Review questions can be useful to motivate students so that

they can complete the reading and also to think about the material more deeply as they read so that

they can answer the questions. For example, review questions can be used as follows:

 To enhance student motivation to both read and learn. Instructors can use review questions to

spot-check students to determine who remembers what they read. As an example, instructors

can apply activities such as incorporating oral quizzing into taking attendance, assigning partners

to test each other orally, conducting whole-group reviews, and occasionally giving written one-

question quizzes (to be answered by an individual student, dyad, or group).

 To increase engagement with the material as students read the chapter. The review questions

can also be assigned as credit/no-credit homework to be completed while reading the chapter,

with the goal of students answering the question in their own words rather than quoting the

text.

Discussion questions pertain more to the application and transference of knowledge by taking a concept

from the reading and personalizing it or applying it to a specific situation or problem. These questions

presume that the student has read the chapter and understands the material. These questions can be

useful exercises in class to generate more robust discussion and comprehension or as writing prompts

for reflection; for example, consider the following options:

 Devoting 10 minutes at the start of a discussion session for students to engage in writing or oral

discussion about assigned reading materials can result in more students participating in the class

discussion. It also holds students accountable for reading the material before class discussion

because they know they will be asked to respond to the information.

 Depending on the level of ability of the students, you might want to assign the discussion

questions as homework after reading the chapter or perhaps after discussing the chapter in

class to reinforce learning.

Intentionally using student speeches as learning opportunities

For student speech days, remind students about ethical listening behaviors. We all are more ethical

listeners when we are not distracted by our own agendas, so remind students to clear their desks, turn

phones off and put them away, sit up and give direct eye contact to each speaker, and provide positive

feedback, such as head nods.

You can also provide external motivation for better listening by assigning tasks that require listening.

Some ideas of audience listening tasks that reinforce the course concepts in the Keith and Lundberg

textbook include the following:

 Ask audience members to identify characteristics of good speaking, using a running list on a

sheet of paper to note organizational structure (main points, introduction, conclusion,

transitions), delivery (verbal and nonverbal elements that keep you focused on the message),

language and content (words or information that stimulate interest and clarify the concept).

 Tell the audience to critically evaluate content by identifying evidence used to support claims or

by writing thought-provoking questions to give to the speaker that could extend the

conversation (if time permits).

Designing the course so that plagiarism is more work than the assignment itself

When students are pressed for time, either because their schedules are overloaded or they have

procrastinated, they might be tempted to submit someone else’s work as their own. However, you can

prevent students from using this approach for your class by using strategies such as the following:

 Include a statement about plagiarism and its consequences in your syllabus. If your institution

has a statement about academic honesty, refer to it in the syllabus.

 Using the materials in your syllabus and in the Keith and Lundberg text, define plagiarism and

explain why it is unacceptable for college-level and professional work. Cite examples in the real

world where charges of plagiarism have affected professional careers and personal lives. Such

clarity will help students understand what behaviors constitute plagiarism.

 As an assignment, tell students to select the topic for a classroom speech well before the date

that the actual speech will be given. Ask students to document their topic ideas and justify their

choices; that is, explain why they think it will be a good topic for this audience. This approach

gives you an opportunity to suggest resources or recommend a new topic if the student’s

selection will not work well for the assignment. In addition, you can eliminate topics that you

have heard too many times. As a result, students are committed to a topic that you have

approved.

 Use incremental assignments to scaffold student work and lessen the likelihood of

procrastination. For example, students can create a resource list and submit it, then proceed to

outline preparation, and then finally construct and deliver the speech itself.

 Provide built-in time and assistance for gathering resource materials as soon as students select

their topics. Use a computer lab, or ask students to bring laptops and use your campus Wi-Fi

system to spend some class time directing source material searches. Review the textbook

strategies, and let students individually search while you address questions that arise. If you

have content librarians on your campus, invite one to meet with your class. Activities such as

this increase student information literacy, provide incremental assistance with class

assignments, and limit the pay-off of plagiarizing a speech.

 Use Turnitin.com as a writing improvement tool. Ask students to upload their preparation

outlines before their speaking dates, and make sure you give students access to the reports.

Then, they can look at a report to see what information is identified as a match with another

document. Any quotations that students use should be a match with some source, but all other

speech content should not match another source. This tool can provide a useful way for

students to check whether they are handling quotations and paraphrasing correctly. If you want

to check the report, you can access it online or instruct students to print the report and submit it

on their speaking day. Be aware, however, that the percentage of matched material does not

necessarily indicate plagiarism. You and your students need to review the report and analyze

the identified match. For example, if a paper has the same title as the speech, the student is not

necessarily committing plagiarism, but that match still increases the percentage of matched

material.

PRIORITIZING OF LEARNING OVER COVERAGE

Sometimes instructors feel pressure to cover all of the material in a textbook and to introduce even

more information. Succumbing to this pressure can stress out an instructor, limit the flexibility for

spontaneous teaching moments, and shift focus away from student learning to coverage of material.

Covering the material is not the same thing as providing the students with opportunities to think,

interact, engage, and learn. The Keith and Lundberg textbook emphasizes such opportunities,

accommodating introductory and advanced students. However, the question must be asked, Would it

be better for students to master one concept during each class meeting rather than simply hearing

about 5, 10, or 20 concepts? Consider some of the following ideas to help resist the pressure to cover

use those goals and outcomes to guide your decisions about activities during class meetings.

RESOURCES FOR LEARNING MORE ABOUT STUDENT ENGAGEMENT,

MOTIVATION, STRATEGIES, AND TECHNIQUES

Ambrose, S. A. et al. How learning works: 7 research-based principles for smart teaching. San Francisco,

CA: Jossey-Bass, 2010. [bridges science of learning and teaching practice, examining seven areas]

Barkley, E.F. Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-

Bass, 2010. [provides tips, strategies, and techniques to enhance student engagement]

Fink, L. D. Creating significant learning experiences: An integrated approach to designing college courses.

San Francisco, CA: Jossey-Bass, 2003. [explains how to design learning experiences that are

transformational for students, serving as a guide for course redesign]

Huston, T. Teaching what you don’t know. Cambridge, MA: Harvard University Press, 2009. [offers

pedagogical ideas for being an effective instructor when you are not a content expert]

Paul, A. M. Your head is in the clouds. Time, March 12, 2012, pp. 64–65. [provides a brief overview of

how we process information in the Internet age—that is, we think of where we can find an answer

(rather than trying to think of the answer); we do not remember information that we think will be

available later; and we do not remember facts but rather where we found them]

Sample course syllabus, with assignments and semester schedule:

Any University

Department of Anything

Communications 101, Any Semester

Instructor

J. Smith

Office location

Building, Room XX

Telephone

xxx-xxx-xxxx

xxx@yyy

Office hours

Day of week, hours

Meeting times

Day of week, time

Classroom

Building, Room XX

Prerequisites and/or

co-requisites

None

Course description

This course is an introduction to the form and content of communication. It includes the linguistic,

psychological, and cultural bases of communication; various types of communication, ranging from basic

speech acts to forms of persuasion; social and political significance of communication; and how

communication operates within and across a wide range of social contexts. Students become actively

acquainted with some of the potential proficiencies that can be brought into various social contexts.

Course learning objectives and outcomes

The primary objective of this course is to help you function competently within a variety of

communication settings. To achieve this objective, the course will focus on many different

communication principles as well as provide practice in applying these principles. Upon completion of

this course, you will be able to perform three communication objectives.

First, competently present speeches:

 Compose and deliver extemporaneous speeches on topics of social and personal relevance

 Deliver speeches confidently, reflecting your personal and unique perspective and identity

 Better control nervous mannerisms when delivering a public presentation

 Follow ethical speaking and listening practices, as defined and illustrated in the assigned text

 Use various presentation aids to enhance public speeches

Second, critically evaluate communication:

 Analyze your own presentations and critically listen and respond to presentations by others

Third, understand the foundational principles of communication:

 Recognize the social and political significance of communication in a free society

Required texts and readings

Textbook

Before you can improve as a public speaker, you must know what to do and must understand the

context of your responsibilities; the text provides important information and examples.

The required text for this class is:

William Keith and Christian O. Lundberg. Public Speaking: Choices and Responsibility, 3rd Edition. Boston,

MA: Cengage Learning, 2020. ISBN 9780357039083, eBook 13 digit ISBN: 9781337917230.