15
detail to talk for 1 to 2 minutes. The purpose of the assignment is for class members to become more
familiar with each other.
Two short speeches (worth 50 points combined)
Campus report. Each student will select a topic to talk about—a campus-recognized organized on-
campus event, club meeting, or campus center or service (such as the women’s center, financial aid,
information.
Simple informative speech (worth 150 points)
You will develop an organized speech (2 to 3 minutes) summarizing information on your chosen topic.
You should present the information following the structure and organization discussed in class. An
outline of the speech is due on the assigned speaking day. The purpose of the assignment is to organize
perspective on the topic for both you and your audience. The speech should demonstrate sensitivity to
the audience, strong use of evidence, a variety of evidence (all four types), persuasive strategies, and
smooth delivery skills. The speech will be 5 to 6 minutes in length, and at least one presentation aid is
required.
Outline (50 of 150 points total). Each student will prepare a speech outline, using at least three research
sources and all four types of evidence (example, statistic, expert testimony, analogy). The outline should
be printed (or delivered via electronic file) and proofread and should meet basic college-level
expectations. A Turnitin.com report (submitted online or via MindTap) should be attached to the outline
when it is submitted for credit.
16
at least one presentation aid is required.
Outline (100 of the 200 points total). Each student will prepare a speech outline, using at least five
research sources and all four types of evidence (example, statistic, expert testimony, analogy). The
outline should be printed (or delivered via electronic file) and proofread and should meet basic
college-level expectations. A Turnitin.com report (submitted online or via MindTap) should be
attached to the outline when it is submitted for credit.
Quizzes (worth 250 points)
Quizzes will be given at frequent intervals throughout the course. See the course schedule for dates.
Final exam (worth 100 points)
Each student will write an essay (four to five pages) pertaining to oral communication concepts included
in the textbook, class discussions, and exercises. The instructor will provide writing prompts. The final
exam is due no later than the official final exam time scheduled by the university.
Participation (worth 100 points)
Your points will be based on your positive contributions to the learning environment. Participation in
activities such as class discussions, peer assessments, and ungraded work both in class and outside of
class meetings will be considered, along with the quality and quantity of contributions to class
discussion.
Final grade scale
A 930–1000
A- 900–929
B+ 870–899
B 830–869
B- 800–829
Policy on attendance and participation
This course is built on a solid foundation of mutual respect. Students who disrupt the class or refuse to
treat others with respect and courtesy will be dropped from this course. This instructor is firmly
17
committed to providing serious students with a supportive learning environment. It is not respectful to
text or engage in activities that are not relevant to class activities (such as side conversations, personal
emails, or homework for other classes).
Because this is a skill development course, your attendance and participation are expected. Missing class
will negatively influence your grade because no make-ups are permitted for in-class work such as
quizzes. Do not enroll in this course if you are unable to attend every class session. If you do miss a class,
you are responsible for all of the information covered. (Contact a classmate to find out what you
missed.) In addition, you must make arrangements in advance to submit any assignments that were due.
If you arrive late, please be courteous and enter quietly.
Policy on late work and/or missed exams
No late or make-up assignments will be considered unless they have been negotiated with the instructor
before the due date. In the event of an unavoidable scheduling conflict, you are responsible for making
in-advance arrangements with the instructor to resolve the problem. Accounts after the assignment due
date will not be accepted.
Additional course policies
Classroom conduct OR “how to be successful with this instructor”
Do not engage in disruptive behavior. Texting is disruptive behavior, as are having conversations with
classmates when the instructor or another student is speaking, surfing the Internet on an electronic
device, letting your cell phone ring, arriving late, and similar interruptions. Please turn off electronic
devices when in class. Your undivided attention and engagement in class are important to the learning
environment.
An atmosphere of mutual respect is in order. The instructor has the right to request that you leave if you
engage in disrespectful or disruptive conduct. If you are asked to leave, you remain responsible for the
information presented in class (be sure to get notes from a classmate), and you must meet with the
instructor during office hours before you will be allowed to return to class.
Academic honesty
Students will be expected to adhere to standards of academic honesty and integrity, as outlined in the
Student Academic Honesty Policy. All assignments must be original work, clear, and error-free. All ideas
and material that are borrowed from other sources must have appropriate references to the original
18
sources. Any quoted material should give credit to the source and should be punctuated accordingly.
Plagiarism of any sort is not acceptable. The consequences of plagiarism range from failing the
assignment to academic probation or expulsion. Simply put, make sure that everything that you claim to
be your own work is exactly that. Cheating on assignments, exams, or projects will result in a failing
grade for the course as well as any other penalties determined by the university.
Academic honesty and integrity. Students are responsible for honest completion and representation of
their work. Your course catalog details the ethical standards and penalties for infractions. There will be
zero tolerance for infractions. Ignorance of the code is not an excuse! If you believe that someone in the
class has committed an infraction, please bring it to the instructor’s attention. The instructor reserves
the right to discipline any student for academic dishonesty, in accordance with the general rules and
regulations of the university.
ADA statement
Students with disabilities who require reasonable accommodations must be approved for services by
providing appropriate and recent documentation to the Office of Disabled Student Services (DSS). This
office is located in and can be contacted by phone at or by TTY at .
Students authorized by DSS to receive reasonable accommodations should meet with me during my
office hours to make needed arrangements and to ensure confidentiality.
Class meeting schedule and assignments
Two meetings per week for 16 weeks (28 meetings due because of holidays), 30 students
Meeting
Date
In-class activity
Reading assignment due before class
1
Introduction to the course and each other
2
Introductory Speeches (1 minute)
3
How communication works
Chapter 1 Introduction to public speaking
Chapter 2 Ethics
4
Audience
Chapter 3 Audience
5
Listening
Chapter 4 Listening
6
Focusing your efforts, organization, and structure
Chapter 5 Choosing a topic and purpose
Chapter 9 Organization
7
Campus reports, informative speaking
Chapter 6 Informative speaking
8
Campus reports, language and style
Chapter 10 Verbal style
9
Campus reports, delivery
Chapter 11 Delivery
10
Presentation aids and PowerPoint
Chapter 12 Presentation Aids
11
Simple informative speeches
(3 minutes, 10 speakers per day)
12
Simple informative speeches
13
Simple informative speeches
14
Supporting material and giving credit
Chapter 8 Research
15
Information literacy workshop with librarian
16
Background information speeches and speaker
intros (5–6 minutes, 8 speakers per day)
17
Background information speeches and speaker
intros
19
18
Background information speeches and speaker
intros
19
Background information speeches and speaker
intros
20
Persuasion overview, organizational patterns for
persuasive speeches
Chapter 7 Persuasion
21
Second information literacy workshop
22
Persuasive outline workshop, how persuasion
works
23
Outline check and speech practice sessions
24
Persuasive speeches with Q &A (7–8 minutes, 6
speakers per day)
25
Persuasive speeches
26
Persuasive speeches
27
Persuasive speeches
28
Persuasive speeches
20
PART II CHAPTER-SPECIFIC MATERIALS
This section of the instructor manual contains material to help you structure your class assignments and
meetings to incorporate specific information and details from the Keith and Lundberg textbook and
associated Cengage MindTap supporting materials.
OVERVIEW OF MINDTAP RESOURCES
For each chapter of the Keith and Lundberg textbook, MindTap includes a number of supplemental
resources:
OBSERVE, PREPARE, PRACTICE, and PRESENT activities that allow you to watch speeches,
prepare your speech, practice your impromptu, informal, and formal speeches, and present
both low-stakes and formal speech presentations so you may improve your public speaking
skills and address any public speaking fears.
Outline Builder, the PREPARE activity, and its Topic Generation, Research, Outline, and
Note Cards Guides, leads your students through the speech preparation process, from
creating a topic all the way to printing completed note cards for your full informative,
OBSERVE Activities use the Speech Video Library (SVL) videos of dozens of speeches (often used
as the basis for chapter-based refresher quizzes, getting started and wrap-up questions, and more
advanced multiple choice questions) as well as an outline of the speech, usually a transcript of
PRACTICE and PRESENT activities use YouSeeU (see App Dock below), an application that
allows you to video record your speeches to virtually PRACTICE impromptu and formal
speeches, and to PRESENT your formal speech to your classmates to receive their real-time
video feedback.
The App Dock is full of extra resources that will help you succeed in your course. Here you will find
21
ReadSpeaker, which provides a useful tool for ESL students and for students who want to
load MindTap on their smartphones so that they can listen to the book during commutes
and long drives.
Click the ReadSpeaker icon in Apps Doc/set preferences/use ReadSpeaker icon during reading of
online materials
Course management tools for specific tasks, such as:
▪ Progress for tracking student submissions, by chapter
Click the Progress icon in Apps Doc/Overview/Chapter/specific activity
▪ Tools for grading student submissions, automatically or manually (accessed via
multiple paths in MindTap)
YouSeeU for recording and submitting speeches, reviewing rubrics, and participating in
peer reviews, offering a particularly relevant tool for Keith and Lundberg chapters on
informative speeches (Chapter 11), persuasive speeches (Chapter 12), and special
occasion speeches (Chapter 13).
Click the YouSeeU icon in Apps Doc/select a topic from left vertical menu/drill down as
needed in right window
StudyHub, which enables instructors to create study guides, notes and highlights,
and bookmarks to direct and maximize student reading of the Keith and Lundberg
CHAPTER-SPECIFIC SECTIONS
Each chapter-specific section in Part II of the instructor manual includes the following information:
Chapter summary, a short overview of the contents of the chapter
Detailed chapter outline
Reading target, a one-sentence goal for the reader to help focus attention while reading the
chapter
Learning activities, including general strategies and specific activities for each chapter learning
objective
MindTap resources
Glossary, in alphabetical order
22
CHAPTER 1 PUBLIC SPEAKING
CHAPTER 1 SUMMARY
Chapter 1 of the Keith and Lundberg textbook introduces basic principles of the communication process,
emphasizing the difference that public speaking skills can make in students’ lives and the lives of
audience members. The chapter provides students an overview of the choices that a speaker must make
during the process of composing and delivering speeches and also offers an extended example of a
speaker preparing for a speech.
CHAPTER 1 OUTLINE
I. Introduction: why learn public speaking?
A. Speech = influential
B. Better speaking skills will bring you more success in class and life
C. Participate in a tradition that goes back thousands of years
II. Speech is powerful
A. Has changed the world
1. Speak better world into existence
2. Generate cooperation, not division
2. Plan what will say and how
3. Build relation with audience
4. Examples of change in personal life (FAQ)
C. Speech connects you to others
1. Participation in democracy
2. Common commitment to unity of democracy
D. Conversational framework
1. Participation in public discourse
2. Mutual responsibilities of speakers/audiences
3. Advertising vs. democratic discussions
a. Democratic two-way conversation to solve problems
b. Advertising to sell products (one-way conversation)
4. Public speaking and democracy (Remix)
III. Communication process
A. Communication in context of public speaking as rhetoric
23
B. Three requirements of rhetoric:
1. Speaker/writer
2. Listener
3. Means of conveying information
B. Audience adaptation
1. Adapt to type of speech
a. Informative speech
b. Persuasive speech
c. Special-occasion speech
C. Public = group of people with common set of concerns or worries
1. Audience = members of >1 public
2. Speaker = part of same public
D. Speaker chooses public for relevance and framework of message
1. Considers broader publics of audience
2. Considers speaker’s goals and public’s goals
V. Speaking is about making choices
A. Greek tradition 5-parts
B. Modern view 2-parts
1. Preparation
2. Performance/delivery
C. Speakers need to consider
a. Process of invention
b. Different choices for different types of speeches
E. Informing
1. Sometimes in role of expert
2. Sometimes in the role of educated messenger
3. Making choices (example)
F. Persuading
1. Convince audience to believe or take action
2. Attempt to influence audience
3. Making choices (examples)
VI. Speaking process (preparing and performing)
24
A. Prepare
1. Analyze what want to say
2. Create speech
B. Preparation elements
1. Topic
2. Audience
3. Goals
3. Speaking aids
VII. Thinking through choices (with example)
A. Each part of speech prep = set of choices
B. Your responsibilities (Chapter 2)
C. Your audience (Chapters 3, 4)
D. Your goals (Chapter 5)
VIII. Creating first speech (with example)
A. Informing and arguing (Chapters 11, 12)
1. Arguments
a. Reasons and evidence
i. Examples
ii. Public arguments
iii. Emotion
b. Choosing most effective arguments
B. Research (Chapter 6)
1. Research strategy
1. Comparison of key word meanings
2. ID 3 to 4 precise key terms
3. Casual vs. vivid words
IX. Giving first speech (with example)
A. Delivering speech (Chapter 9)
1. Style of delivery
a. Extemporaneous
b. Written script
c. Memorized
25
2. Pace and emotion
X. Making responsible choices
A. Good speeches are the result of choices
1. Practically effective
2. Ethically responsible
3. Appropriate goals and means to achieve
B. Taking responsibility = respecting audience
1. Respect intelligence of audience
2. Treat potential disagreements respectfully
a. Remember “public” in public speaking
b. Part of democratic process
READING TARGET FOR CHAPTER 1
This is an instructor-assigned goal for students to consider in their writing, discussions, and individual
reflections:
LEARNING ACTIVITIES FOR CHAPTER 1
General strategies and techniques
Use the Questions for Review and Questions for Discussion at the end of Chapter 1 as prompts
Chapter learning objective: Explain why public speaking is powerful and worth
mastering
Speaking changes your world. Ask students to remember and share speeches that they heard or
presented that made a personal difference in their lives.
Speeches that changed the world. Show your class one of the speeches that changed history
(listed in the FAQ box and the book’s website and often available in MindTap Speech Video
Library). Then discuss the effects of the speech.
26
Chapter learning objective: Contrast the public and civic dimensions of public
speaking with other types of communication
Identifying publics. Ask students to name as many publics as possible to which they belong; for
example, students, taxpayers, consumers, youths, members of a specific political party, athletes,
unemployed workers, and employed workers. Ask students to share a few of their publics.
Provide a local community topic or a topic that’s currently relevant on campus, and discuss
different approaches of a presentation based on an audience composed of various publics.
Chapter learning objective: Define the special responsibilities of a public
speaker
Identifying special responsibilities. Ask students to find a print advertisement, from a newspaper
or magazine with a message that grabs their attention. Have them explain why they think the
advertisement is effective. Then ask them if the ad is attempting to influence their beliefs or
actions. Do they feel that the ad is manipulative? Then open the conversation to a broader
discussion about the difference between advertising and the democratic process of public
speaking. How are they the same? What are the differences? Why is the democratic process of
public speaking important?
Chapter learning objective: Identify the stages and choices necessary to compose
and deliver a speech
Speaking your own mind. To help students become more comfortable with taking a position, tell
students to write Yes on one side of a 35 notecard and No on the other side. Ask students a
series of questions and instruct them to take a position or vote by holding the card directly
below their chins, showing their answers on the count of three. By holding the cards below their
Finally, you can ask moral questions, such as, “Is abortion wrong?” The student positions are
only available to you, not the whole class, so this exercise can help students begin to take public
(not anonymous) positions with a low level of social risk.
Informing and persuading. Ask students to create thesis statements for a persuasive speech
(intended to influence) and then an informative speech on the same topic (designed to convey
information and/or activate knowledge). Possible topics include downloading music without
27
Democratic conversations. Ask students to create a list of principles that they can apply to the
choices that they need to make to respect plurality (preserving important differences) and unity
(recognizing that we are members of the same national public) when talking about
controversial topics. Frame the creation of their list with real-life example, selecting a current
controversy in the news, or provide a topic such as government-provided health care, gun
control, or immigration policy to apply the principles to.
Additional Activity: Relevant Movies
These movies illustrate the power of speech to change the world:
Made in Dagenham (Paramount Pictures, 2011) is a version of the fight for equal pay for equal
work at a Ford factory in Great Britain.
up to the Taliban’s attack on Pakistani schoolgirl, Malala Yousafzai, for speaking out on girls’
education followed by the aftermath, including her speech to the United Nations.
MINDTAP AND CENGAGE RESOURCES FOR CHAPTER 1
Chapter 1 support materials in MindTap include the following:
Quiz questions that reinforce student learning and understanding
Observe—Watch a speech to gain insights into public speaking concepts.
Prepare—Engage in an activity to develop deeper understanding of how to prepare a public speech.
GLOSSARY OF KEY TERMS IN CHAPTER 1
Adaptation: adjusting a topic, arguments, and presentation to fit
a particular audience
Argument: a claim backed by reasons—logic and evidence—in
support of a specific conclusion
Classical rhetoric: study of how words can persuade an audience
28
Delivery: performance (part of speaking)
Frame: the context of relevance to the audience, for the
information or arguments of a speech; often articulated in the
introduction and conclusion
Public: group of people who share a common set of concerns or worries
Speaker: the person deciding what to say and assuming responsibility for what is said
Speaking: process that allows you to say what you think to someone in particular
Speaking as type of communication: opportunity to present your most thoughtful information and
opinions on your subject matter
Special occasion speech: a speech made on the occasion of a life transition (such as a wedding) or
at a professional event (such as introducing a speaker)
Stakeholders: people who stand to lose or gain something as a result of the outcome of a decision or
policy