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1
INSTRUCTOR’S MANUAL FOR
Public
Speaking
THIRD EDITION
William Keith &
Christian O. Lundberg
Terri R. Metzger
California State University,
San Marcos
2
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.
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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
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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
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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.)
6
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.
7
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
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have heard too many times. As a result, students are committed to a topic that you have
approved.
9
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
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use those goals and outcomes to guide your decisions about activities during class meetings.
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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]
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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
Email
xxx@yyy
Office hours
Day of week, hours
Day of week, hours
Meeting times
Day of week, time
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
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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.
Other readings and materials
We will use Cengage MindTap online resources, which are part of the Keith and Lundberg textbook
package. MindTap includes a course management system with grade forms, worksheets, assignment
details, and the like.
Other equipment and materials requirements
None.
Course requirements
Written assignments
Several written assignments throughout the course satisfy the university writing requirement. It is
expected that all assignments will be turned in at the beginning of class on the due date, will be printed
or submitted as electronic files (as specified), and will demonstrate your best work. Assignments that
are submitted late will not earn credit.
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Speeches
To receive a passing grade in this class, all presentations must be given. If you miss an assigned speaking
day, you must give the speech, but you will not earn points toward your final grade. If you are absent
because of an urgent, serious, unavoidable emergency and have supporting documentation, you may
earn credit for your speech.
To better facilitate the research and composition process, the instructor must approve speech topics
before students begin work on the assignment. I will be happy to help you choose a topic appropriate to
your interests and your audience. I want you to succeed—so if I feel that your topic is inappropriate in
subject or difficulty, I will ask you to choose another topic.
Exams
Quizzes will be given at frequent intervals throughout the course. The quizzes cannot be made up
The final exam is due no later than the official final exam time scheduled by the university.
Grading standards
All course work is graded by using a point system. Please keep a record of your points earned so that
you know at any time what grade you are earning. When calculating your progress, add all of the
number of points that you have earned to produce a total, and divide by the number of possible points
to date, resulting in a percentage. (Any extra credit opportunities will not exceed 2.5% of total points for
the semester; that is, a maximum of 25 points.)
Grading breakdown: 1,000 total points
ASSIGNMENT
POINTS
SCORE
Introductory speech
0
Simple informative presentation + outline + self-evaluation
150
Background information speech + outline
150
Persuasive presentation + outline
200
2 short speeches: campus report, introduction
50
Participation: in-class activities, homework, self-analyses, etc.
100
Quizzes
250
Written final exam
100
Assignment descriptions
Introductory speech (no grade)
Explain how an object of your choice represents you. You should choose something that allows sufficient
