COM200 Effective Oral Communication Credit Hours: 3

Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 14-20 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research.

Course Description and Outcomes

Course Description: During this course, students will develop the skills necessary to speak confidently inside and outside the classroom. Close attention to speaking purpose, managing speech anxiety, audience analysis, research, organization, visual aids, delivery, audience participation and self-reflection will help students develop the skills needed to present information clearly and confidently to others in class, as well as in work settings. Topics covered also include effective listening skills, providing peer feedback, and speech analysis. Course Overview: Students will learn about the elements of different types of speech, how to organize a speech, how to write a speech, and how to deliver a speech. Students will record four speeches and analyze their own speeches, as well as their classmate’s speeches. Students will also review some of the most famous speeches ever delivered. Finally, students will have the opportunity for reflection on their progress and learn tactics to overcome their fears of presenting before others. Course Learning Outcomes:

1. Practice and utilize the speech making process, in addition to demonstrating confidence in delivering speeches and manage speech anxiety and apprehension.

2. Employ effective listening skills and provide supportive feedback to others. 3. Analyze the diverse characteristics and interests of audiences and design speeches accordingly. 4. Demonstrate effective vocal technique and nonverbal behavior when delivering speeches. 5. Develop, organize, and deliver a variety of speeches and create effective and engaging visuals to

enhance speeches. 6. Utilize appropriate support and citing sources in enhance credibility in public speaking.

Participation & Attendance

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Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor. Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible.

Course Materials

Textbook Information is located in the CSU-Global Booklist on the Student Portal.

Course Schedule

Due Dates The Academic Week at CSU-Global begins on Monday and ends the following Sunday.

Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points.

Opening Exercises: Take the opening exercise before reading each week’s content to see which areas you will need to focus on. You may take these exercises as many times as you need. The opening exercises will not affect your final grade.

Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire.

Critical Thinking: Assignments are due Sunday at 11:59 p.m. MT.

Live Classroom: Although participation is not required, Live Classroom sessions are held during Week 4.

Week # Readings Assignments

1

Chapters 1, 2, 3, 4, & 5 in A Speaker's Guidebook: Text and Reference

Critical Thinking (85 points)

Discussion (25 points)

Mastery Exercise (10 points)

Opening Exercise (0 points)

Portfolio (50 points)

2

Chapters 6, 7, 8, 9, 10, 11, 12, 13 & 14 in A Speaker's Guidebook: Text and Reference

Critical Thinking (85 points)

Discussion (25 points)

Mastery Exercise (10 points)

Opening Exercise (0 points)

Portfolio (25 points)

3

Chapters 15, 16, & 17 in A Speaker's Guidebook: Text and Reference

Discussion (25 points)

Mastery Exercise (10 points)

Opening Exercise (0 points)

Portfolio (50 points)

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4

Chapters 18, 19, 20 & 32 in A Speaker's Guidebook: Text and Reference

Discussion (25 points)

Live Classroom (0 points)

Mastery Exercise (10 points)

Opening Exercise (0 points)

Portfolio (25 points)

5

Chapters 21 & 25 in A Speaker's Guidebook: Text and Reference

Discussion (25 points)

Mastery Exercise (10 points)

Opening Exercise (0 points)

6

Chapters 26 & 27 in A Speaker's Guidebook: Text and Reference

Critical Thinking (100 points)

Discussion (25 points)

Mastery Exercise (10 points)

Opening Exercise (0 points)

Portfolio (50 points)

7

Chapter 27 (review) in A Speaker's Guidebook: Text and Reference

Critical Thinking (100 points)

Discussion (25 points)

Mastery Exercise (10 points)

Opening Exercise (0 points)

Portfolio (50 points)

8

Chapter 28 in A Speaker's Guidebook: Text and Reference Discussion (25 points)

Mastery Exercise (10 points)

Opening Exercise (0 points)

Portfolio (50 points)

Portfolio – Final (50 points)

Assignment Details

This course includes the following assignments/projects: Module 1

Critical Thinking: PRPSA Questionnaire Personal Report of Public Speaking Anxiety (85 Points) The purpose of this exercise is to help you understand and adapt to your level of communication apprehension. Once you are able to identify where and why you may experience communication apprehension, you can work toward reducing anxiety.

The instrument is composed of thirty-four statements concerning feelings about communicating with other people.

Work quickly; just record your first impression.

The following link shows two options: I want to assess my speaking anxiety or I want to view my statistics. Choose the first option: I want to assess my speaking anxiety.

You will be asked to choose your gender by clicking on male or female, and to identify the state in which you live.

To receive the results by email, include email addresses for both yourself and your instructor. SAMPLE

Scores range from 34-170. Most people score in the moderate to high categories. How did you do? You will be asked to take this test again at the end of the course and compare your scores and the changes you made in your level of speaking apprehension. To access the test, click: http://www.wadsworth.com/communication_d/templates/student_resources/053455170X_sellnow/psa/main_frame.htm When you are finished, use the chart below to assess your scores.

Score Anxiety about Public Speaking

34-84 Low (5% of people)

85-92 Moderately low (5%)

93-110 Moderate (20%)

111-119 Moderately high (30%)

120-170 High (40%)

After completing the test, write a paper detailing and critically analyzing the following:

How did you feel about the specific questions on the test? What are some ways you can use the test results to your advantage?

How did you feel about your score, and what thoughts do you have on how you could improve it? Based on your results, how can you improve your speaking skills?

Explain and expand your thoughts on how taking this oral communication course will help you in delivering your speeches.

Be sure to incorporate any ideas from the class lecture pages and discussions, as well as the module readings. Your paper should be well written, three to four pages long, and written in accordance with CSU-Global APA and writing expectations. Portfolio Project Milestone: Introductory Speech - The Silhouette Exercise (worth 50 points toward final Portfolio Project) Prepare a three to five minute speech of self-introduction. You might include different aspects of your life, such as where you have lived, hobbies and interests, and what your college experience has been like. Others’ ideas can be shared. Practice delivering your speech prior to recording or uploading it according to your instructor’s instructions; it is suggested you practice a minimum of two times (with four to six being ideal). Please use the method announced by your instructor for uploading your speeches to the class site. Complete the Self-Evaluation Form detailing your experience and thoughts for improving your presentation for the next speech.

Be sure to review the Portfolio Project Description and Portfolio Project Rubric in the Module 8 folder for details.

Module 2 Critical Thinking: Supporting Materials (85 points) The purpose of this assignment is to provide students with an opportunity to explore and implement the use of supporting materials, including examples, narratives, testimony, facts, and statistics. Instructions: Choose two topics on your own. Some examples include: dog training, home school vs. online school, a good boss vs. a bad boss, where to vacation, or how to manage your finances. In a three to five page paper, generate a list of three main points and two sub-points for each of the two topics.

• For each sub-point identify the supporting material (examples, narratives, testimony, facts, statistics, etc.) that would be best to help reinforce each point. SAMPLE

• Include specific ideas about where you might find each of the suggested supporting materials. Remember the CSU-Global Library is a great resource to locate ideas for possible supporting material.

Your paper should be three to five pages in length and conform to CSU-Global Guide to Writing and APA Requirements. Include at least two scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references. Portfolio Project Milestone: Full-Sentence Outline for Informative Speech (worth 25 points toward final Portfolio Project) A detailed outline is important for proper speech development and organization. Choose an informative speech topic that you would like to present next week. Create a full-sentence outline that includes the following sections:

• title

• statement of purpose

• thesis statement

• rest of the introduction (includes thesis)

• body (including cues and transitions)

• conclusion

• references (in APA).

Module 3 Portfolio Project Milestone: Informative Speech (worth 50 points toward final Portfolio Project)

The purpose of the informative speech is to increase the audience’s awareness of some phenomenon and/or deepen their

understanding of it by imparting knowledge.

Using your outline from Week 2, practice delivering your speech prior to recording or uploading it to the class site; it is suggested you practice a minimum of two times (four to six is even better).

Please use the method announced by your instructor for uploading your speeches.

When you are ready, provide a way to access your Informative Speech to allow for peer review.

View your assigned peer’s speech and provide feedback regarding your classmate’s speech using the Peer Review Form.

Module 4 Portfolio Project Milestone: Monroe’s Motivated Sequence Full Sentence Outline (worth 25 points toward final Portfolio Project) This week you will practice creating a full-sentence outline for your Monroe’s Motivated Sequence Persuasive Speech. Choose your own topic, one you may or may not use on your upcoming persuasive speech (though, ideally, it will be the same topic, some people opt to change from the outline to the speech if the speech ends up too short or too long). CLICK HERE for a sample of a completed outline for Monroe Motivated Sequence Speech. Using the Sample Outline for Monroe’s Motivated Sequence Persuasive Speech, complete your full-sentence outline inserting cues for presentation aids, transitions and verbal and nonverbal cues. Much like your previous outline, you need to have the introduction with thesis, clear body points, and a conclusion.

Module 6

Critical Thinking: Logos, Pathos and Ethos (100 points) Select one of the sample speeches found in the textbook. Analyze the speech for its use of logos, pathos, and ethos. Identify examples in which the speech makes appeals to audience needs and attitudes, and state what behavior or set of actions (if SAMPLE

any) the speaker wants the audience to engage in. Estimate the extent to which you could attend fully to this speech without being distracted by the characteristics or qualities of the speaker. Note anything the speaker says that works to enhance the speaker/audience relationship, and state whether it promotes perceptions of the speaker’s expertise, trustworthiness, similarity, or attractiveness. In a three to five page paper summarize your responses to the questions above. Your paper should conform to CSU-Global Guide to Writing and APA Requirements. Be sure to include an intro and conclusion in addition to your body paragraphs that address the questions. Include at least two scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references. Portfolio Project Milestone: Persuasive Speech/Monroe’s Motivated Sequence (worth 50 points toward final Portfolio Project) The assignment for this week is the presentation of your five to seven minute Monroe’s Motivated Sequence Persuasive Speech (that you outlined in Week 4). Follow the steps below: 1. Prepare a five to seven minute persuasive speech using the Monroe motivated sequence pattern. 2. Using your outline and making any changes based on instructor feedback, practice your speech as many times as

needed. 3. Follow the same instructions for entering this speech session as directed by your instructor. 4. When you are ready, record your speech and then upload it per your instructor’s directions. 5. Complete the Peer Evaluation Form detailing your experience and thoughts for improving your presentation for your

next speeches.

Module 7

Critical Thinking: Analysis of Inaugural Address (100 points) The purpose of the following activity is to help students analyze and understand the content and delivery of an inaugural address. Listen to a past Presidential inaugural address by going to http://www.americanrhetoric.com/speeches/jfkinaugural.htm.

In a three to five page essay, address the following questions:

Analyze a portion of the selected inaugural address; who was the speaker, who is the audience, what was the purpose of this address?

Using a credible source, reference some of the concerns the audience might have had at the time the speech was given.

Discuss the importance of the construction and delivery of an inaugural a speech or speech of this nature. In a three to five page paper summarize your responses to the questions above. Your paper should conform to CSU-Global Guide to Writing and APA Requirements. Include at least two scholarly references in addition to the course textbook. The CSU-Global Library is a good place to find these references. Portfolio Project Milestone: Persuasive Speech II (worth 50 points toward final Portfolio Project)

Choose a persuasive speaking topic and organizational pattern (Problem-Solution, Comparative Advantage, or Refutation Pattern).

Use the templates provided to create a full-sentence outline and a speaking outline to use for your persuasive speech.

Practice your speech at least three times; record yourself at least two times.

Please use the method announced by your instructor for uploading your speeches to the class site. Complete the Self-Evaluation Form detailing your experience and thoughts for improving your presentation for the second persuasive speech.

Module 8 SAMPLE

Portfolio Project Milestone: Special Occasion Speech (worth 50 points toward final Portfolio Project) The special occasion speech will provide students with practice in preparing and delivering a basic public speech. The content of this speech can be real or fictional and can include any of the special occasion speech functions such as a speech of introduction, a roast or toast, a eulogy concerning an individual with whom the audience is familiar, a speech that entertains, celebrates, commemorates, inspires, or sets a social agenda.

Choose a special occasion topic/purpose from above.

Adapt a topic to your audience (you will need to tell your audience, “who they are” right before you speak; for example: “As members of a National Golf Tournament, you are here to help honor this year’s new champion golfer”).

Using the template provided here, create a full-sentence outline and a speaking outline to use for your special occasion speech

Practice your speech at least three times; recording yourself at least two times.

Please use the method announced by your instructor for uploading your speeches to the class site.

Complete the Self-Evaluation Form detailing your experience and overall thoughts about your progression throughout this course.

Portfolio of Speeches (worth 50 Points toward final Portfolio Project) For this final portfolio you are going to reflect on the speeches that you have given over the term. In many ways, this is a longer version of the self-evaluations you have done throughout the term, with the addition of a comparative component. You are going to analyze your work over the course of the term. For each question, address, in one or two sentences, how you did each of the following for the self-intro speech, the informative speech, the Monroe’s speech, the persuasive speech, and the special occasions speech. Use the linked Self-Evaluation Form. You will then add in an additional one to three paragraphs explaining how you progressed over the course of the term.

What did you see improve the most?

Why do you say so?

What improved the least?

Why do you say so?

How can you work to improve this area in future speeches?

Finally, address how this class will benefit you in your chosen career field.

Course Policies

Course Grading 37% Critical Thinking Assignments 35% Final Portfolio Paper 20% Discussion Participation 8% Mastery Exercises 0% Opening Exercises 0% Live Classroom

Grading Scale and Policies

A 95.0 – 100

A- 90.0 – 94.9

B+ 86.7 – 89.9

B 83.3 – 86.6

B- 80.0 – 83.2

C+ 75.0 – 79.9

C 70.0 – 74.9

D 60.0 – 69.9

F 59.9 or below

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In-Classroom Policies For information on late work and incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies.

Academic Integrity Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources. Citing Sources with APA Style All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the “APA Guide & Resources” link. A link to this document should also be provided within most assignment descriptions on your course’s Assignments page. Disability Services Statement CSU–Global is committed to providing reasonable accommodations for all persons with disabilities. Any student with a documented disability requesting academic accommodations should contact the Disability Resource Coordinator at 720-279-0650 and/or email ada@CSUGlobal.edu for additional information to coordinate reasonable accommodations for students with documented disabilities.

Netiquette Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words? Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by email, or on discussion boards and other postings within or connected to the online classroom. If you have concerns about something that has been said, please let your instructor know.

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