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Instructor’s Resource Manual
For
Cheryl Hamilton’s
Essentials of Public Speaking
Sixth Edition
Elizabeth Nelson
North Carolina State University
Pam Hayward
Georgia Regents University
Cheryl Hamilton
Tarrant County College
Welcome to the 6th edition of Essentials of Public Speaking
Planning Your Course
The sixth edition of Cheryl Hamilton’s Essentials of Public Speaking brings a proven formula for
success in public speaking courses to students, as well as new or seasoned instructors. The text
has a strong focus on verbal messages, includes ways to integrate technology into both the
classroom and the student presentation, and asks students to think critically about the lessons in
each chapter. The Quick Start Guide at the beginning of the book gives important information for
preparing speeches that may be given early in the course. Essentials of Public Speaking includes
Speech Builder Express, a step-by-step program for putting together speeches for different
purposes and occasions. The Hamilton Essentials of Public Speaking website provides resources
as well as web quizzes that can be easily added to the course.
This manual is designed as a resource guide to support every level of instructor. If you are new
to this course—a first-time instructor or a graduate student—you will find it helpful to read the
manual in its entirety before putting together assignments and conducting class. If you are a
more experienced instructor, use the manual as a handbook to supplement your own teaching
practices. Each class of students is unique, and every group will develop their own ideas,
distinctive styles of speaking, and select topics that are compelling to their reality. Similarly,
each instructor will approach the public speaking course with their own individual perspective
and will bring their own gifts to the learning process. What you will find most useful about
Cheryl Hamilton's approach to the process is that her text allows for flexible adaptation to your
particular instructional style, student audience, and teaching environment; yet the text
emphasizes sound fundamental principles that any competent graduate of the course will
acquire. You will find that some ideas and exercises work well for you, while others just aren't
suited to your teaching style. Dr. Hamilton uses a basic, common sense, step-by-step approach
for developing a professional presentation with creative and easy-to-read visual aids.
Technology Resources for Essentials of Public Speaking
The following resources are available with the 6th edition of Essentials of Public Speaking. To
receive additional information about these products or a demonstration, please contact your local
Cengage Learning representative or call the Academic Resource Center at: 1-800-354-9706.
This textbook offers a variety of online resources to help students comprehend, apply, and
synthesize key public speaking concepts and skills. These fully-customizable resources have
been specifically designed to be consistent with Bloom’s Taxonomy, which means instructors
can select the specific tools they need to facilitate student learning and to accomplish key course
objectives.
MindTap. MindTap from Cengage represents a powerful approach to learning, offering a fully
customizable, highly personalized online learning platform that can be used in traditional,
hybrid, and online courses alike. Students in traditional and hybrid courses can be directed to
MindTap to complete learning tasks that complement classroom activities, while online students
can be directed through a more complex learning path to ensure knowledge development. Either
way, MindTap combines all of a user’s learning tools into a singular online Learning Path that
guides students through the curriculum. Instructors personalize the experience for their students,
determining which learning tools to use and when and how learning tools will be presented.
Grades flow into a gradebook that allows instructors to easily manage their course. MindTap
content can also be accessed, and grades managed, through an institution’s LMS.
Learning Path. For online students, each chapter’s full learning path consists of five elements,
each with an associated amount of estimated “seat time”—the amount of time it will take for
most students to accomplish all of the tasks associated with that element. Students who complete
the full learning path can expect that it will take approximately 3 hours to complete each chapter.
• Start – Students begin with a warm up activity that begins with a brief video that
highlights key concepts in the chapter and a critical thinking question (5-10 minutes of
seat time.)
• Read – Students develop factual knowledge of public speaking concepts and skills by
reading the textbook, watching Speech Buddy Videos and completing USE It activities
(see below,) all directly embedded in the MindTap Reader (1 hour of reading plus 2 - 3
activities at 10 - 15 minutes each for a total of 90 minutes of seat time.)
• Practice – Students complete a series of 3 – 4 brief activities designed to facilitate the
development of conceptual knowledge. Practice activities include independent work and
group work. Here, students can also access a list of chapter-related Web Links to help
them explore topics further (3-4 activities, 5 minutes per activity, for 30 minutes of total
seat time.)
• Do – A series of more complex activities in which students develop procedural
knowledge by demonstrating what they have learned. Students may write or evaluate
thesis statements, organize speech outlines, analyze and critique sample speeches in the
“Interactive Video Activities” section, create a speaking outline using “Speech Builder
Express” (see below,) upload and obtain feedback on speeches with “Practice and
Present” (see below,) complete chapter quizzes and more (3-4 activities, 10-15 minutes
each, for a total of 45 minutes’ seat time.)
• Reflect – Each chapter ends with a concluding exercise that helps students develop self-
knowledge by reflecting and writing about what they’ve learned (20 minutes total seat
time.)
Learning Tools:
WATCH it Speech Buddy Videos. Available via MindTap to guide students through the speech
development process, these videos help keep students engaged and motivated. The Speech
Buddies—Asha, Nick, David, and Monica—are a diverse group of personable undergraduate
students who have successfully completed the beginning public speaking course. These students
appear in brief, easily accessed, and close-captioned videos to reinforce key concepts covered in
the text, model competent speaking strategies, and introduce video clips of student speeches.
Featured in the WATCH it Speech Buddy Video boxes within each chapter, these videos address
the following topics and much more:
• Build Your Confidence!
• Avoiding Plagiarism
• Selecting the Best Supporting Materials
• Integrating Presentation Media
• Managing Physical Delivery
USE it. Each Speech Buddy video concludes with a lead-in to an interactive activity. Referenced
in the USE it activity boxes in the text, activities may be completed in class or outside of class;
many are suitable for adaptation to group work. Here’s a sampling:
• The Research Detecting (using research strategies)
• The Art of Storytelling (using narratives)
• Everything in Its Place (identifying organizational patterns in speeches)
• PowerPoint Makeover (evaluating digital slides)
• Take It from the Top (practicing your speech)
• Persuasion Equation (analyzing a persuasive speech)
Speech Builder Express. Speech Builder Express is integrated in the MindTap learning path and
guides students through the speech organization and outlining process. The program also
provides links to video tutorials, an online dictionary and a thesaurus. Students can use all of the
major speech patterns, include works cited, and list the visual aids they plan to use. Completed
speech outlines may be emailed directly to the instructor, or printed for use in the classroom on
speech day.
Practice and Present. Practice and Present is an online video upload and grading program that
improves the learning comprehension of public speaking students. Students can upload video
files or live capture practice speeches and instructors can live-capture final performances.
Students can also comment on their peer's speeches, review their grades, and read instructor
feedback. Instructors create speech assignments, comment on and grade student speeches using
grading rubrics, and allow peer review. Grades flow into the MindTap gradebook that allows
instructors to easily manage their course. Instructors can also view grades to use in learning
management systems.
Companion Website. The instructor companion website includes an electronic Instructor’s
Resource Manual and downloadable versions of the book’s Microsoft PowerPoint presentations.
Teaching Philosophy and Methods
You will want to share your teaching philosophy for the course with your students in one of the
earliest class meetings. Many instructors stress a few crucial observations about the process of
public speaking and the nature of the course that follow.
1. Public Speaking is not an innate talent; it is an acquired skill. Amazingly, many
surveys have shown that people often place fear of public speaking on par with
fear of death. It is extremely important for the instructor to create a cooperative,
supportive learning environment and encourage a sense of “togetherness.” When
students feel that they know their classmates, it is easier to discuss, critique, and
2. Public Speaking is a course in critical thinking, listening, and criticism. By its
very nature, public speaking is a course in critical thought because making
assertions is an integral part of the speech process. Assertions require logical
proof and as such are always open to debate and discussion. Critical assessment
3. Public speaking is a content-oriented class. It is writing intensive and requires
competency in research skills, as well as a conscientious awareness of current
events. Many students entering the fundamentals course in public speaking
mistakenly assume that it will be a "fluff course." It is always helpful to disavow
them of this notion on the first day. In many ways, public speaking is more
4. Develop standardized grading criteria. While public speaking can be a very
individualistic exercise, fair assessment of speeches must be based on
5. Provide models of good communication. The most prominent model of good
communication in the classroom should be the instructor. We all have to
remember that teaching is a form of public speaking and we should be vigilant
to present an appropriate example of effective and professional communication.
6. Encourage involvement and improvement. The key to a successful course often
lies with the enthusiasm exhibited by the instructor. Everyone should have a
voice in the class, and you will want to make a special effort to draw out the
7. Public speaking is an excellent course for schools that provide learning
Model Permission Slip
I ______________________________________________________ (print name) do hereby give
College/University Name Here/or Instructor Name or representatives thereof (“College”), the
right to use (and to grant permission for others to use) my name, likeness, picture, portrait, voice,
video of, image or photograph (collectively, the “Representation”) in all forms and in all media,
without any restrictions as to changes or alterations (including but not limited to composite or
thereof, or works derived therefrom, including but not limited to claims for either invasion of
privacy or libel. I agree that this release shall be binding on me, my legal representatives, heirs,
and assigns now and in the future.
I have read this release, and I am fully familiar with its contents.
____ I am of full age and am competent to sign this release (if not checked, guardian consent
release must be completed below).
Student ________________________ Witness ________________________
Address __________________________________________________________________
Date ________________________
We are the parents or guardians of the minor named above, and have the legal authority to execute
the above release. We approve the forgoing and waive any rights in the premises.
Guardian Consent (if applicable)
Guardian ________________________ Witness ________________________
Guardian Address ____________________________________________________________
Date _______________________
Guardian Consent (if applicable)
Guardian ________________________ Witness ________________________
Guardian Address ____________________________________________________________
Date _______________________
Structuring Assignments
Anyone who has taught public speaking recognizes that the course is always top-heavy:
students seem to have to learn everything before they're allowed to do anything. To some
extent, that assessment is correct. Without a firm grounding in the principles of effective
communication, speeches of even the most capable students can be disorganized messes of
can be discussed as a group. No matter which arrangement you prefer, you may want to
randomly ask one student for a comment or opinion on the topic, content, or delivery and
follow up by selecting one student to mention one positive tactic or strategy employed either in
terms of content or delivery and one suggestion for improvement. The trick is to encourage
students to be succinct. You may also want to point out anything that was exceptionally well
done or improved upon.)
Another incremental progression involves the rigor of assignments. The first graded speech
tends to allow students to get the feel of giving presentations. The later speeches become more
oriented to research and argumentation. A few rounds of impromptus can be given early in the
course, without actual graded assessment but with oral critiques. This allows the students an
opportunity to become comfortable in front of the class and to receive feedback before the
graded assignments begin. The progression might look something like this:
rewriting processes that reward conscientious preparation.
(The number of required speeches can be rounded out with special occasion speeches,
group presentations, final projects, and impromptu exercises. How many speeches you
choose to require should be dictated by the course curriculum as well as enrollment and
class time.)
Troubleshooting and Course Mechanics
This section provides an overview of some common situations you will confront as an
instructor. It also will enable you to respond to students more confidently when questions arise
regarding the course.
Extra Credit
A public speaking course provides ample opportunity for extra credit assignments outside the
classroom throughout the term. (Most institutions host guest lecturers from industry, politics,
and the arts, as well as social advocates on the lecture circuit. Similarly, televised speeches
such as the President's State of the Union Address, social advocacy speeches on C-SPAN, and
requiring students to write a critique or assessment is one way to handle this. Talk with your
local high schools and find out if they have a forensics program. If they do, they often need
judges for their competitions. Your students may find this an excellent opportunity to learn
more about public speaking by observing and judging competitions.) You may want to limit
the number of extra credit assignments a student may attend (or total points they may earn) or
you may want to apply the points only to their class participation grade. This prevents someone
with a "C" average on in-class assignments from getting an unfair "A" grade due to excessive
extra credit points. Again, extra credit is just that...extra.
Extreme Communication Apprehension
Instructors of public speaking encounter a phenomenon few other teachers must face. We can
be sure that the vast majority of students harbor some degree of fear about doing what the
course requires: speaking in public. Occasionally, however, we find students who have a
debilitating fear of public communication. Don't feel badly if you can't identify these students.
Since the degree of communication apprehension is unrelated to intelligence or to physical
factors, you can't be expected to diagnose severe communication apprehension on sight.
Generally, very apprehensive students tend to prefer speaking early, usually requesting the first
spot for each round of speeches. Honor such requests when they are made. The reason is
simple: students who see many other speeches precede theirs will tend to compare those
This is another time when video-recording speeches comes in handy. Without making a big
production of the recording, do it with each speech during the semester. When it is explained,
expect massive moaning, groaning and complaining. Let the students know that they will be
the only one to view their video, unless they choose to share it with others. It is also good to
tell the students that there may come a time in their professional career when they will need to
Speech Order
The issue of speech order raises two questions: (1) what should be the order of the
assignments, and (2) what should be the order of the speakers? Let's consider both matters.
As for the sequence of assignments, examination of almost every major textbook yields a
consensus: informative speeches should precede persuasive speeches. Hamilton’s textbook
speak on each day that speeches occur. Randomization has the advantage of fairness: everyone
has exactly the same amount of time to prepare, because everyone must be ready the first day.
On the other hand, randomization can cause headaches for students who must lug cumbersome
visual aids to class, uncertain whether they will be used that day.
If you are teaching an online course that requires students to come to an “in person” meeting to
give a speech, you can also develop a sign-up sheet. Determine the dates, times, and locations
in advance and post them on the discussion board. The instructor should also determine exactly
It is usually wise to "top load" the speaking schedule, putting the fewest people on the last
scheduled day to account for possible overruns in time or last-minute emergencies. A typical
schedule for a five-minute speech in a 50-minute class of 25 students might look like this:
Speech Day 1: Speakers 1-6
Speech Day 2: Speakers 7-13
Oral Critiques
Every instructor needs to decide whether or not they wish to give oral critiques in class. This
can be an integral part of the learning process but should be balanced by written evaluations by
the instructor, and assessments, both oral and written, by classmates. (Often, our students make
Here are a few suggestions for additional post-performance comments that may stimulate
discussion:
Oftentimes students have no idea of how to give oral critiques and may say things like “They
did a great job” or “I liked their speech.” Several days before presentations begin, you may
want to hand out a copy of the critique that will be used for grading and spend some time going
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accessible website, in whole or in part.
and then use examples from their own and their classmates’ speeches to support and illustrate
their points.)
Disputes about Grades
Grading any assignment involves a certain degree of judgment. Inevitably you will encounter
students who are dissatisfied with the grade earned. What do you do when confronted by an
irate student?
Remember that most emotional reactions to grades are knee-jerk responses. It is quite normal
for a student to get back an assignment, look at the grade, and immediately begin to dispute it
without reading the reasons behind that grade. These situations can be defused easily. First,
always return graded material at the end of class unless you plan to review it right then.
Chapter 3 in the text discusses internal stimulation, which are the thoughts a person generates
Again, video-recording speeches can come in handy in grade disputes. The speech department
at Tarrant County College requires instructors to record speeches (as they have built-in
cameras in each speech classroom). Once students have viewed their videos, they very seldom
Multi-Section Courses
At your institution, you may be asked to supervise or teach a multi-section course. If several
sections of this course are being offered, you should pay attention to several points that such a
format brings to the forefront. First, it may be best to keep the assignments in all sections
consistent. One way to keep all the sections on track is to use a standardized syllabus or at least
A second type of consistency is the even-handed application of course policies. There are
many cases where instructors decided to "buck the system" and institute policies (such as
extra-credit) that no one else was using. Such practices are dreadfully unfair to students
because they undermine the efforts of instructors who stick to the stipulated course guidelines.
A final issue that surfaces in multi-section courses is consistency of grading across sections. If
the standards for effective communication are applied fairly, all instructors should be looking
for the same sorts of qualities. To make sure that you and the other instructors are applying the
Constructing the Course Syllabus
A syllabus is not just a schedule of what will happen and when it will occur. The course
syllabus is your working contract with your students. In some situations, a syllabus can be
