Speech Chapter 1 Homework Pocket Guide Public Speaking Sixth Edition For

Unlock access to all the studying documents.

View Full Document

PREFACE

INTRODUCTION

This Instructor’s Resource Manual to accompany Dan O’Hair, Hannah Rubenstein, and Rob

Stewart’s A Pocket Guide to Public Speaking, Sixth Edition, is a valuable tool for new and

experienced instructors alike. For first-time instructors in the public speaking classroom, this

comprehensive manual provides direction in defining a pedagogical stance and constructing

related teaching strategies, and in planning and organizing a public speaking course. For

experienced instructors in the public speaking classroom, the manual offers creative and

comprehensive in terms of content, many of the interpretations, analyses, and activities are simply

basic guidelines or suggestions; thus instructors are encouraged to adapt exercises and discussions

to their own teaching styles and strengths, as well as to each classroom’s climate and culture.

A Pocket Guide to Public Speaking, Sixth Edition, has been designed with today’s busy student

in mind, providing in a brief format the tools that students need to prepare and deliver a wide range

ORGANIZATION AND HIGHLIGHTS OF THE MANUAL

The Instructor’s Resource Manual begins with a section on course management that offers general

suggestions and advice for instructors of the public speaking course as well as any other course

that includes public speaking elements. Part 2 narrows the focus to organizing and structuring a

public speaking course, as well as incorporating public speaking content into courses across the

curriculum. Part 3 then provides a chapter-by-chapter analysis of the content of A Pocket Guide to

In Part 1, “Course Management,” instructors will find advice on defining a pedagogical stance

and formulating a teaching philosophy as well as suggestions for setting and achieving student

learning goals. Recommendations for running the classroom include handling grade complaints

and dealing with confrontations or incivility in the classroom; soliciting feedback from students;

encouraging and using communication outside the classroom; and giving tests, grading speeches,

and evaluating assignments. In addition, several teaching strategies—involving role playing,

for beginning instructors or experienced instructors using A Pocket Guide to Public Speaking,

Sixth Edition. This section includes helpful descriptions of the resources available with Pocket,

Part 2, “Organizing and Structuring a Public Speaking Course,” includes detailed sample

course syllabi and schedules. Other highlights of this section are sample speech assignments,

guidelines, and grading sheets for use by both instructors and students in evaluating speeches, a

discussion on incorporating technology into public-speaking assignments, and suggested activities

using presentation slides. The section titled “What to Focus on When Time Is Limited” is designed

Part 3, “Chapter-by-Chapter Analysis,” highlights the major components of A Pocket Guide to

Public Speaking, Sixth Edition. For each chapter, a chapter content outline is provided, and all key

terms are defined. Class discussion questions and content presentation ideas are provided, along

with numerous activities and exercises to reinforce students’ understanding of the material.

PUHIDFH, p. xv

GENERAL SUGGESTION FOR USING THE MANUAL

This Instructor’s Resource Manual includes all the materials an instructor needs to structure the

course, present the material in the text, and facilitate students’ cognitive and experiential learning.

Nevertheless, instructors should use these materials in a way that best suits the goals they have set

for the course and to encourage students’ effective learning. Based on the level of teaching

In using the manual, the instructor must adapt the assignments and activities to the particulars

of each class. To do this, the instructor must consider such issues as time constraints, number of

students, academic background of the students, class climate, and individual teaching style. What

works well for an instructor in one class may not necessarily suffice for another.

Generally, we suggest that instructors examine the first two parts of the manual before the first

day of class. Considering beforehand your own positions as well as how you anticipate handling

any problems that might arise during the semester will best prepare you to respond to the collective

Before using Parts 3 and 4 of the Instructor’s Resource Manual, we suggest you first read the

text of A Pocket Guide to Public Speaking, Sixth Edition, so that you gain the perspective of the

student who is encountering the material for the first time. The detailed content outlines and

summaries provided incorporate all of the major points of the text; however, certain nuances of the

ACKNOWLEDGMENTS

This Instructor’s Resource Manual has been updated to accompany A Pocket Guide to Public

Speaking, Sixth Edition. The revisions expand on the original authorship by Melinda M. Villagran

and Paula K. Baldwin, both of George Mason University, as well as on previous revisions by

Elaine Wittenberg-Lyles (University of North Texas) and Karin Becker (University of North

Dakota). Their extensive years of teaching and writing experience made this resource possible.

The Instructor’s Resource Manual is a compilation of five years of Melinda M. Villagran’s

experience as a graduate teaching assistant and basic course director at the University of