A SURVEY OF THE BEGINNING PUBLIC SPEAKING COURSES IN SELECTED COLLEGES AND UNIVERSITIES IN MICHIGAN A Thesis for the Degree of M. A. MICHIGAN STATE UNIVERSITY IRVIN THOMAS LISTER 1967 LIBRARY L1 Michigan State University I [Fl-'35?! ABSTRACT A SURVEY OF THE BEGINNING PUBLIC SPEAKING COURSES IN SELECTED COLLEGES AND UNIVERSITIES IN MICHIGAN by Irvin T. Lister The purpose of this study has been to present a survey of the beginning public speaking courses offered in colleges and universities in Michigan. Ten colleges were selected on the basis of a pre-study letter sent to the colleges and universities in Michigan. Selection of the colleges for this study was made on the basis of: 1) those who wished to cooperate, 2) those who sent a copy of their syllabus, 3) those who would provide an appropriate person for an interview, and 4) those which offered courses giving instruction in rhetorical prin- ciples and practice in speech construction and delivery. The study sought information in three areas: a) Course content, b) Course methodology, and c) Course Instruction. Two basic questions were posed: 1. Does the choice of textbooks used in the courses of this study indicate any trend Irvin T. Lister - 2 toward the influence of recent research in the communication process upon the be- ginning public speaking course? 2. What trends in society do the directors of the selected courses see that will affect their courses in the near future? Will any of these trends affect curriculum planning in the near future? As to methodology, data were collected from three sources: course syllabi, questionnaires completed by the directors of the courses studied, and interviews with these directors. The material was classified under: General Format, Goals and Objectives, Teaching Methods, and Course Instructors. The following conclusions were drawn: 1. The choice of textbooks used in the courses of this study does show a trend toward the influence of recent research in the communi- cation process upon the beginning public speaking course. 2. Three trends seemed to be mentioned most frequently as possibly affecting the future curriculum of the beginning public speaking course: the increasing use of and the importance placed upon group discussion, the trend toward larger classes with the possible use of programmed instruction and Irvin T. Lister - 3 closed circuit television, and increased research in the use of mass communication. A SURVEY OF THE BEGINNING PUBLIC SPEAKING COURSES IN SELECTED COLLEGES AND UNIVERSITIES IN MICHIGAN By Irvin T. Lister A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Speech 1967 Accepted by the faculty of the Department of Speech, College of Communication Arts, Michigan State University, in partial fulfillment of the requirements for the Mas:er of Arts degree. Mew- DI actor of Thesis’ M 'r' ‘ Guidance Committee: , Chairman 11 ACKNOWLEDGEMENTS The author wishes to express his sincere thanks to the following directors, who gave of their time to make this study possible:' Prof. Donald J. Veldt, Adrian College Sister Mary de Chantal, O.P., Aquinas College Prof. Thomas J. Ozinga, Calvin College Prof. Thomas J. Murray, Eastern Michigan University Prof. William Schrier, Hope College Prof. David C. Ralph, Michigan State University Prof. Joseph B. Kirkish, Michigan Technical University Prof. William Sattler, University of Michigan Prof. George V. Bohman, Wayne State University This study would not have been possible without the hours spent by Dr. David Ralph in guidance and in criti- cally reading this material. He was assisted by the other Committee members: Dr. Kenneth fiance and Dr. Fred Alexander. Irvin T. Lister May, 1967 111 TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . . 111 LIST OF TABLES . . . . . . . . . . . . . . . . . . . . 'T LIST OF APPENDICES . . . . . . . . . . . . . . . . . . vi Chapter I. INTRODUCTION TO THE PROBLEM AND METHODOLOGY OF RESEARCH . O O O O O O O O O O O 0 O O O O O 0 1 Introduction to the Problem Justification Methodology Limitations II. A CLASSIFICATION AND DESCRIPTION OF THE DATA OBTAINED FROM THE SYLLABI, QUESTIONNAIRES, AND INT ERVIEI’IS . O O O O O O O O O O O O O O O O O O 7 Section I Section II III. CONCLUSIONS 0 O O O O 0 O O O O O 0 0 I O O O O 59 General Format Goals and Objectives Classroom Procedures Teaching Methods Course Instructors Personal Evaluations Bibliogra phy O O O O O I O O O O O O 0 O O O O O O O C O 71 APPEIIDICES O O O O O O O O O O O O O O O O O O O O O O O 74 iv Table 1. 3. 4. 5.. LIST OF TABLES General Format . . . . . . . . . . . . . . . . . . 36 Attendance Requirements . . . . . . . . . . . . . 41 Notebooks and Outside Reading . . . . . . . . . . 44 Types of Theory Examinations . . . . . . . . . . . 50 Conferences and Methods of Covering Content of the TeXt C O O 0 O O O O O O O O O O O O O O O O O 56 Methods of Critiqing Speeches . . . . . . . . . . 57 Lecture Math-Dds O O O O O I O O O O O O O O O O O 58 Number of Instructors Used and Use of Graduate ASSiStantB O O 0 O O O O O O O O O O O O O O O O O 58 LIST OF APPENDICES Number Page I. List of Schools in Michigan used for the Preliminary Letter of Survey Letter of Survey . . . . . . . . . . . . . . . .74 II. Sample QueStionnaire o o o o o o o o o o o o o 78 III. Course Syllabi . . . . . . . . . . . . . . . 80 vi CHAPTER I INTRODUCTION TO THE PROBLEM AND METHODOLOGY OF RESEARCH Intzggggtign to the Problem The purpose of this study has been to report, by means of description, analysis, and interpretation, on the present beginning public speaking courses offered at selected colleges in Michigan. The courses for study were selected from those offered at four year church- related colleges and state universities, the selections being based on the course director's desire to cooperate, his availability for an interview, and the beginning course being content instruction and practice in public speaking. This study sought information in the following areas: 1) course content, 2) course methodology, and 3) course instruction. This thesis describes, analyzes, and interprets the basic public speaking course at several selected colleges and universities in Michigan by means of an examination of the syllabi used in the course, a question- naire completed by the directors of the courses studied, and a personal interview, telephone interview, or a letter interview with the director of the basic public speaking course under study. This description classifies data collected from 1 2 the course syllabus, the replies to questionnaires sent to the directors of the basic public speaking courses at the selected colleges, and the answers obtained to questions in interviews with the directors of the selected public speaking courses. Analysis involves relating the several courses studied to one another by comparison and contrast of the data collected, and generalizations, conclusions, and projections drawn from the data. This study will use "Basic Public Speaking Course" to describe the course usually offered first in the Speech Curriculm as a prerequisite for other speech courses .1 QUSTIEIQATIQN This thesis has attempted to evaluate, by sampling, what is being done in the basic public speaking courses in colleges and universities in Michigan. The writer believes that this type of study has value today as well as periodic merit for continual evaluations. If Michigan college speech departments are interested in progressive curriculum improve- ment, they must begin with thorough, objective evaluations of where they stand today. This thesis sets forth a pro- posed model of the evaluation of the present status of the beginning course. An attempt was also made to obtain, from 1This thesis defines "Basic Public Speaking Course" as a course which offers instruction in the principles of Rhetoric and practice in speech construction and delivery. 3 the directors of these courses, opinions that can be incorporated into future curriculum development and im- provement. These opinions are valuable since they come from men who are currently teaching the beginning course. Conclusions and predictions were drawn from a comparison and analysis of the combined data collected. Answers were also sought to the following questions: 1. Does the choice of textbooks used in the courses of this study indicate any trend toward the influence of recent research in the communication process upon the be- ginning public speaking course? 2. What trends in society do the directors of the selected courses see that will affect their courses in the near future? W111 any of these trends affect curriculum planning in the near future? A survey of the literature yielded no other study exactly the same as this one; however, there were several related studies dealing with curriculum surveys: Jones, Horace Rodman. "The Development and Present Status of Beginning Speech Courses in the Col- leges and Universities in the United States." Unpublished Ph. D. dissertation, Northwestern University, 1952. Burdin, L. Gray. ”The Speaking Situations Which Butler University Undergraduate Students and Alumni Meet with the Greatest Frequency; A Qualitative Analysis of their Speaking Ability from the Point-of—View of Critical Judges; and an Analysis of Courses in Public Speaking Offered in Butler University between September, 1933 and January, 1950." Unpub- 4 ligfied Ed.D. dissertation, Indiana University, 19 . Ziemann, N. "A Study of the Communication Course in Selected Colleges and Universities in the United States." Unpublished Ph. D. dissertation, North- western University, 1960. Mayfield, James L. "An Analysis of the Undergraduate Speech Programs of the 'Big Ten' Universities." Unpublished M.A. Thesis, Michigan State Univer- 81ty, 1961s Granell, Lee Edward. "A Study of Speech Education in the California Public Senior High Schools, 1962-1963." Unpublished Ph. D. Dissertation, University of South- ern California, 1965. Methodology A preliminary letter of inquiry sent to the appro- priate colleges included a brief description of the study, a request for cooperation, a request for a course syllabus, and a self-addressed enve10pe in which to mail the syllabus.1 Those who replied indicated their desire to participate and also sent a copy of their course syllabus. A study of the syllabi received yielded the following information: 1. Title of the course and course number 2.. Goals and objectives of the course 3. Methods used in teaching Rhetorical Principles 4. Attendance requirements 5. Text used 6. Number and types of speeches 7. Notebooks, if required 8. Number and types of examinations 9. Conferences 10. Grading factors 11. Course outlines a. Major divisions b. Oral and written assignments See Appendix I for sample copy of Letter of Inquiry. Following receipt of the letters of inquiry and syllabi, a questionnaire was sent to the selected col- leges. Items incorporated into the questionnaire are in- cluded below: «FU I0" 0 10. 11. How often is this public speaking course offered? How many sections are offered each time this course is taught? For what grade level is this course planned? What is your total enrollment each time this course is offered? Is this course required of Speech Majors? Speech Minors? Is this course required by other depart- ments than Speech? How many different Instructors teach this course each time it is offered? Do you discuss material from the text in class? What is your primary method of testing material covered in the text. Does the Instructor give a critique of student speeches? If so, is it oral or written? When are student speeches orally evaluated? Do you use student evaluation of speeches? Do you use a standard critique form for evalu- ation? Do you use a mass lecture-small laboratory section in this course? What methods of testing theory comprehension do you use? Interviews with the directors of the public speaking courses of the selected schools provided answers to the following questions: 1. 2. 3. In your opinion, how important is speech training in our society? How broad a scope should it encompass? In your opinion, does the use of graduate as- sistants strengthen or weaken the teaching effectiveness of the basic public speaking course? Do you feel that students who pass your course have enough training to deal adequately with the normal speaking situations they may en- counter after graduation? . In view of the next ten years, what trends do 6 you see as significant in our society that will require changes in your approach to this course? What changes can you predict? 5. Do you require student reading in your course outside of the text? All of the above information was the basis for the description, interpretation, and analysis of the courses studied. To simplify organization and reading, the author has included copies of the course syllabi and completed questionnaires in the Appendix and incorporated the data collected from the syllabi, questionnaires, and interviews into the outline form used in Chapter Two. Limitations This thesis has studied courses offered at selected colleges and universities in Michigan, using four year church-related colleges and universities. The author chose relatively few schools so that he can go into depth in the analysis stage. Selections were based on the pre-study letter of inquiry, the criteria of selection being: 1. Those who wished to c00perate 2. Those who sent a copy of their syllabus 3. Those who were available for an interview 4. Those courses which were "Basic Public Speaking Courses" as defined under Introduction of the Problem.1 ‘The author chose to limit this thesis to public speaking courses in order to give a workable basis of com- parison and analysis. Other possible inclusions offered difficulties.. CHAPTER II A CLASSIFICATION AND DESCRIPTION OF THE DATA OBTAINED FROM THE SYLLABI, QUESTIONNAIRES, AND INTERVIEWS This chapter presents in two sections a classifi- cation and description of the information gathered from the syllabi, questionnaires, and interviews obtained from the ten selected colleges. In the first section the information will be given in outline form classified according to colleges with divisions used as listed in chapter I. These groups were selected after the infor- mation needed for study was surveyed. It was decided to use five basic divisions: the "General Format" contains mostly statistics about the beginning course which can be used for comparison; next, the "Goals and Objectives" of each course is presented; "Classroom Procedures" gives organizational methods used by the various instructors in their classes; "Teaching Methods" is concerned with methods of presenting and examining retention of rhetorical princi- -ples; finally, "Course Instructors" provides a personal section which deals with statistics and personal opinions of the various instructors.1 It will be admitted that IThe source of piece of information is indicated in the column ahead of the information by the following code: * - Information taken from the syllabus # - Information taken from the questionnaire + - Information taken from the personal inter- view 7 8 these groupings were based upon personal judgements, yet they appear workable for this study. The second section used in this chapter will be the same data presented in charts for comparison and grouped together into sections of the outline rather than by colleges. saw; ADRIAN COLLEGE General Format A. Title and number of course - Speech 201: Principles and Practice in Speaking B. How often offered - Each semester; two Summer sessions D. Course level - Sophomore I. s # # G. How many sections - 5 - 7 # # E. Total enrollment - 130 # F. Required of Speech Majors - Yes Speech Minors - Yes Other Depts. - Education, Business, Re- ligion, Economics, Physi- cal Education II. Goals and Objectives + A. To study rhetorical theory and give experience in the planning and delivery of the various types of speeches. + B. To give opportunity for practice in areas other than public address, such as group discussion.. + C. To develop confidence in areas other than public address. III. Classroom Procedures # A. Text used - Loren Reid, Speaking Well + B. Attendance requirements - Required to attend all * C. + D. * E. + F. + G. IV. s A. # B. + C. classes; student receives "P" if speech is missed. Number and types of speeches - 1. Simple explanation and demonstration - 1-2 minutes 2. Single illustration with imagery - 2 minutes 3. Single point with illustration, 2 instances, and a restatement - 3 minutes 4. Single point with illustration, instances, testi- mony or statistics, restatement - 4 minutes 5. Speech to inform 6. Speech to stimulate, convince or actuate - 5-7 minutes 7. Final: open choice of purpose and subject - 10 minutes Notebooks - No Course outline Divisions - Based on text assignments and speeches Oral and written assignments - 1. Seven speeches 2. Five information cards with subject and five sources 3. Five minute prose and poetry readings 4. Parliamentary session 5. Oral exercises. Outside reading - Monroe, Principles and Types of Speeches Sample speeches Grading factors - Written work - 1/3 Oral work - 2/3 Teaching Methods Methods of teaching rhetorical principles Text and discussions Quizzes Middterm and final examinations Speeches and criticisms Types of theory examinations Objective-essay Oral examinations occasionally Conferences One required each semester 10 Most students average two per semester # D. Methods of covering content of text Occasional quizzes Student speeches on unit topics Supplementary lectures # E. Methods of critiquing speeches 1. 2 3: 4. 5. 6. Use critique - Yes Type - Oral and Written When orally evaluated - after each speech, after several, after all speeches Use of student evaluations -Yes Oral and written student evaluations - Oral and written Standard critique form - Experiment with several # F. Lecture methods - No mass lecture V. Course Instructors # A. Number of different Instructors used - two or three # B. Use of graduate assistants - No + C. Personal opinions I. 3. View on scope of speech training - Speech is needed in all areas; this can be supported by many personal examples and testi- monies. Speech training is helpful to all vo- cations. Opinion on use of graduate assistants - Since I have been one, I hold a divided Opinion. The use of graduate assistants ppp.§g_does not weaken speech instruction. I personally object to the use of graduate assistants who have had no speech training or background. The use of graduate assistants can often be more valuable to the instructor than the student. Opinion on adequacy of students for normal speaking situations - Most of the students who pass this course are not accomplished speakers. Less than 50% of them will probably be comfortable in outside situations. Opinion on trends in society affecting the beginning course - I would include some work in group discussion. 11 There is an important emphasis on mass com- munication and larger classes; there is more need for training in speaking to larger mass audiences. The political trend places more emphasis on the need of stressing the ethical responsi- bility of the speaker. AQUINAS COLLEGE I. General Format * A. # B. # C. # D. # E. # F. II. * A. * B. * C. * D. III. * A. Title and number of course - Speech 101 How often course is offered - Each semester How many sections - three and four Course level- Freshman, Saphomore, Junior, Senior Total enrollment - 52 to 72 Required of Speech Majors - There are none Speech Minors - Yes Other Departments - Speech is a choice of three Goals and Objectives of the Course "Every individual should strive to communicate the truth of himself and his ideas to his fellow men with open sincerity, with as much clarity as possible, and with whatever eloquence is possible to him by nature and through conscious effort (training) and practice. "It is important that every man - and certainly every educated man - learn the discipline of clear, direct honest communication with other men, be it in public or private. "It is our aim in this speech class to make the best qualities of conversation the norm of our aquired skills in public speaking. "Speech is the whole man."1 Classroom Procedures Text used 7 Paul L. Soper, Basic Public Speaking 1Quoted from Syllabus; see Appendix II + B. * C. + D. * E. + F. + G. 12 Attendance requirements - Required; excused for ill- ness or other permissible reasons Number and types of speeches ? 1. Introductory talk - two minutes 2. Expository or descriptive speech - three minutes 3. Narrative speech - four minutes 4. Demonstration speech using visual aid - five minutes 5. Speech "to inform" - six minutes 6. Speech to convince - six minutes Notebooks - No Course outline Divisions - These are based on the text and speaking assignments. Written and oral assignments - 1. Six speeches 2. Appraisal of speech in Vital S eeches 3. Practice reading selectIons on voIce 4. Analyze two speeches Outside reading - Yes: periodicals and other texts Grading factors - 1/3 - Examinations and speech analysies 2/3 - or more - Speeches IV. Teaching Methods * A. # B. c. D. # 3. Methods of teaching rhetorical principles - Reading of text Class discussion of text Outside reading assignments Examinations on text Speeches and criticisms Types of theory examinations - Essay Conferences - Variable; individually arranged Methods of covering content of the text - Class discussion of text (Mid-term) and final examination Methods of critiquing speeches - 1. Use critique - yes 2. Type - Oral 3. When orally evaluated - After each speech 4. Student evaluations - yes 5. Oral or written student evaluations - Oral # v. # # + I. * *Sh‘k‘fl:§: F. 13 6. Use standard critique form - No Lecture methods - No mass lecture Course Instructors A. B. C. Number of different Instructors used - 2 Use of graduate assistants - Yes Personal opinions - 1. View on scope of speech training - Speech training is very important today since this age is an age of communication.w The educated man must be able to communicate honestly his ideas to his fellow men. 2. Opinion on use of graduate assistants - This was tried once with an older man who had a good speech background, and it proved very effective. On the whole, students are often quite disappointed with graduate assistants and feel cheated. 3. Opinion on adequacy of students for normal speaking situations- Most of the students will be able to adjust ade- quately to the normal speaking situations they may encounter; however, some of them will be in- sufficiently prepared for certain situations. 4. Opinion of trends affecting the beginning course - One can see a strong emphasis on the communication process. There is also some emphasis placed on the whole thought process. Group Dynamics seems to be coming into greater importance. BAPTIST BIBLE COLLEGE General Format A. B. C. D. E. F. Title and number of course - Speech 103 How often offered - Each semester How many sections - Four and five Course level - Freshman Total enrollment - 85 Required of Speech Majors - None Speech Minors - Yes Other Departments - All except Music II. * A. * B. * C. III. * A. * B. * C. + D. * E. + P. * G. IV. * A. 14 Goals and Objectives To acquire a sound understanding of methods that pro- mote good speech. - To develop skills in everyday speaking situations and public address. To prepare for effective Christian service. Classroom Procedures Text used - McBurney and wrage, Guide to Good Speech Attendance requirements - Attendance is required at all classes with three unexcused absences allowed. Whrk missed must be made up within two weeks; no unexcused absences allowed on scheduled speaking days. Number and types of speeches - The types of speeches vary with different groups. The assignments are taken from the text. . two to four minutes three to five minutes four to six minutes . five to seven minutes . six to eight minutes . Final Speech - ten to twelve minutes mm-PUN-fi Notebooks - Yes Course outline - Divisions - Based on text assignments and speeches Oral and written assignments - 1. Six speeches 2. Book report on - Hall, The Silent Language 3. Outside reading notes 4. Critiques of speakers Outside reading - Yes; other speech texts Grading factors - 50% - Speaking assignments and critiques 50% - Notebooks and examinations Teaching Methods Methods of teaching rhetorical principles - Test and discussions Quizzes Mid-term and final examination B. C. F. 15 Outside reading Speeches and criticisms Types of theory examinations - Mid-term: Essay - take-home speech analysis Final: Essay - Construction of speech outline and manuscript Conferences - None scheduled; regular office hours Methods of covering content of text - Occasional quizzes Class discussions Examinations Methods of critiquing speeches - 1. Use critique - Yes 2. Type of critique - Oral and written 3. When orally evaluated - after all speeches 4. Use of student evaluations - Yes 5. Oral and written student evaluations - Oral and written Lecture methods - No mass lecture Course Instructors A. B. C. Number of different Instructors used - two Use of graduate assistants - Yes Personal opinions 1. View on scope of speech training - Each year the need for effective communication becomes more important in our society, thus placing more and more importance on the need for speech training in our society. I personally feel that everyone can benefit by speech training. 2. Opinion on use of graduate assistants - A graduate assistant program can be successful for the beginning course in speech if it is a selective one. If a director must use just anyone, then often his program, as well as the student's, suffers. A well trained sensitive, graduate assistant can do much with beginning students. 3. Opinion on adequacy of students for normal speak- ing situations - I feel that the students who get "A" or "B" will be able to do a respectable job in normal speaking 16 situations; "C" students will probably have some problems in effective communication, doing an average job. On the average, I would say that 50% of the students who pass the course will ad- just adequately to normal speaking situations. 4. Opinion on trends in society affecting the be- ginning course - There is a strong emphasis in our society on the use of group discussion for problem-solving, which is, and will continue to, make changes in the be- ginning course as well as the entire speech cur- riculum. There also seems to be a trend away from the entire course devoted to formal public address; the informal seems to be making inroads. Mass communication appears to be affecting the beginning course, and will probably continue to do so. CALVIN COLLEGE I. General Format1 + A. Title and number of course - Speech 103: Fundamentals of Public Speaking B. How often course is offered - Each semester C. How many sections - eight to twelve D. Course level - Freshman and Sophomore E. Total enrollment - 200 **%** F. Required of Speech Majors - Yes Speech Minors - Yes Other Departments - Engineering, Pre- Seminary, Pre-Law II. Goals and Objectives To teach the mastery of speech fundamentals, expecially disposition and delivery. III. Classroom Procedures + A. Text used - Wilson and Arnold, Public Speaking as a Libepal Apt + B. Attendance requirements - Required; provisions for 1There was no syllabus available. IV. 4. SSW: C. D. F. G. A. F. 17 make-up with valid excuse Number and types of speeches - Six to eight speeches (variable with class size) First few are mainly exercises of aspects of delivery. The rest are Informative and Persuasive. Notebooks - No Course outline - Divisions - Based on text assignments and speeches Written and oral assignments - 1. Six to eight speeches 2. Three speech reports Outside reading - No Grading factors - 1/3 - written work ' 2/3 - oral work Teaching Methods Methods of teaching rhetorical principles - Text assignments Outside reading assignments Class discussions' Speeches and criticisms Types of theory examinations - Objective - essay Conferences - Yes Methods of covering content of the text - Class discussions Quizzes Methods of critiquing speeches - 1. Use of critique - Yes 2. Type of critique - Oral and written 3. When orally evaluated - After all speeches 4. Student evaluations - Yes 5. Oral or written student evaluations - Oral and written 6. Standard critique form - No Lecture methods - No mass lecture Course Instructors A. B. Number of different Instructors used - three to four Use of graduate assistants - Yes 18 + 0. Personal opinions - 1. View on scope of speech training - I'm all for it. 2. Opinion on use of graduate assistants - Most unfortunate, but a fact of life. 3. Opinion on adequacy of students for normal speaking situations - This is adequate, but two hours of preparation isn't much. 4. Opinion on trends in society affecting the begin- ning course - One area is the possible use of television to make up for the rapidly increasing student body and limited staff. EASTERN MICHIGAN UNIVERSITY I. General Format * A. Title and number of course - Speech 121: Fundamentals of Speech # B. How often course is offered - Each quarter # 0. How many sections - 40 # D. Course level - Freshman # E. Total enrollment - 700 # F. Required of Speech Majors - Yes Speech Minors - Yes Other Departments - All II. Goals and Objectives * A. To stimulate the formulation of wholesome and desir- able attitudes toward public speaking. * B. To equip the student with the basic principles of speech, including: 1. The mechanics of delivery, 2. The speech composition, 3. Vocabulary building and pronunciation, 4. Speech psychology, 5. The physiology of voice. .* C. To provide a laboratory for: * D. III. + A. + B. * C. * D. * E. + F. + G. IV. * A. 19 1. The improvement of the student's speech habits, 2. The acquisition of skill in public speaking, 3. The scrutinizing of original ideas and logical thought, 4. The strengthening of the student's self con- fidence and the development of his personality. To develop greater skill in the evaluation of speakers and speeches. Classroom Procedures Text used - Dickens, Speech: Dynamic Communications Attendance requirements - Required; included in final grade Number and types of speeches - 1. Any topic - four minutes 2. Any topic five minutes 3. Any topic six minutes 4. Any topic seven minutes 5. Any topic Final: seven minutes Notebooks - Yes Course outline Divisions - Based on lectures and text assignments I. Lecture 1 - An Introduction to the Course II. Lecture 2 - Personal Adjustment III. Lecture 3 - Voice Improvement IV. Lecture 4 - Bodily Action V. Lecture 5 - Analysis of the Speaking Situation VI. Lecture 6 - Supporting Materials VII. Lecture 7 - Thought Content VIII. Lecture 8 - Structuring the Speech IX. Lecture 9 - The Language of Speech Written and Oral Assignments - 1. Five speeches 2. Occasional exercises assigned to go in note- book 3. Student criticisms Outside reading - Yes; reading in other speech texts Grading factors - Grades are based mostly on speeches; also Mid-term and final examinations. Teaching Methods Methods of teaching rhetorical principles - Lectures 20 Reading of text Outside reading assignments Mid-term and final examinations Speeches and criticisms B. Types of theory examinations - Objective and essay C. Conferences - Yes; Conferences scheduled and also office hours are kept. D. Methods of covering content of the text Class discussion of text Tests on text material Mid-term and final examinations E. Methods of critiquing speeches - 1. Use critique - Yes 2. Type of critique - Oral and written 3. When orally evaluated - After each speech 4 Student evaluations - Yes 5. Oral or written student evaluations - Oral and written 6. Use of standard critique form - No F. Lecture methods - No mass lecture Course Instructors A. Number of different Instructors used — Ten B. Use of graduate assistants - No C. Personal opinions 1. View on scope of speech training - Speech training can be profitable for all. This would not be so necessary, perhaps, if we were an "elite" society. 2. Opinion on use of graduate assistants - This depends on a matter of priority since first commitment must be either to teaching or to class work. General experience has proven teaching to be somewhat more effective when graduate assist- ants are not used. 3. Opinion on adequacy of students for normal speak- ing situations - A two-hour course is somewhat inadequate in terms of time; a three-hour course .would prove much more advantageous. 4. Opinion on trends affecting the beginning course- The trend toward technical orientation in our 21 society, seen in such courses as speech science, laboratory sessions, etc., will probably cause more changes in the future in the beginning course. HOPE COLLEGE I. General Format + A. Title and number of course - Speech 11: Fundamentals of Speech B. How often course is offered - Each semester G. How many sections - Twelve D. Course level - Freshman E. Total enrollment - 240 *‘Rh‘k‘fl: F. required of Speech Majors - Yes Speech Minors - Yes Other Departments - No II. Goals and Objectives * A. To increase whatever degree of confidence with which any student begins the course. * B. To develop contact: a sense of communication. III. Classroom Procedures + A. Text used - Dickens, Speech: Dynamic Communication + B. Attendance requirements - Yes; provisions for make-up if work is missed * C. Number and types of speeches - 1. Speech on anything - three minutes 2. "The best speaker I have ever heard and why he was that"- Four minutes 3. Speech of conviction - four minutes 4. Group discussion - three to four minutes 5. Choice: 1) To entertain 2) A travelogue - Three to four minutes 3) To convince 6. Final oral speech with manuscript - Six minutes + D. Notebooks - No 22 Course outline Divisions - Based on text assignments and speeches written and oral assignments 1. Six speeches 2. Personal letter 3. List of differences between Speech and Writing 4. Several: "How this morning's speech could be improved" 5. Report on at least one forensics event Outside reading - Yes; annotated bibliography kept Grading factors - Based primarily on speeches, with 2/3 of the grade coming from the second half of the speeches. Teaching Methods Methods of teaching rhetorical principles - Textbook Quizzes Conferences Examinations Speeches and criticisms Types of theory examinations - Objective quizzes Conferences - Yes; several arranged during the year Methods of covering content of the text - Speech performances Occasional quizzes Methods of critiquing speeches - 1. Use critique - Yes 2. Type of critique - Oral and written 3. When orally evaluated - After each speech, after several speeches, after all speeches 4. Student evaluations - No 5. Oral or written student evaluations - Don't use 6. Use standard critique form - Yes Lecture methods - No mass lecture Course Instructors E. + F. + G. IV. * A. # B. CO # D. # E. # F. V # A. # B. .1 Number of different instructors used - 4 Use of graduate assistants - No + C. 23 Personal opinions I. View on scope of speech training - All can profit from training in speech. Speech training shows the public speaker his ethical responsibilities. Opinion on use of graduate assistants - No opinion stated Opinion on adequacy of students for normal speak- ing situations - Students who pass the course with an "A" or "B" will be best adjusted for public speaking situations. Since the course is only two hours, most students would profit by taking the advanced public speaking course. Opinion on trends affecting the beginning course - There is a trend toward larger sections and new approaches to teaching more students per instructor. There is also a trend toward the use of programmed instruction; but speech is too personalized for this approach. MICHIGAN STATE UNIVERSITY I. General Format * A. # B. # c. # n. # E. # F. II. Title and number of course = Public Speaking 101 How often course is offered - Each quarter How many sections-3O to 40; eight to ten in Summer quarter Course level - Freshman Total enrollment - 650 to 800 Summer - 200 Required of Speech Majors - No Speech Minors - No Other'Departments - Yes; several Goals and Objectives * General - To assist students, through knowledge of and exper- ience in the principles and methods of speaking, to operate more effectively as agents of change in speak- ing situations. 24 * Specific - III. * A. s B. * C. * D. s E. 1. 2. To help you understand and make effective use of the materials of speaking - materials of de- velopment, personal proof, and materials of ex- perience. To help you learn and put into practice the prin- ciples of good speaking - discovering or limiting the topic; adapting to the audience; organizing and outlining the speech; developing and using language for speaking; practicing and presenting the speech. To help you feel more secure in the speaking sit- uation by assisting you in a personal adjustment to your role as a speaker. To help you understand and accept the responsibility of the speaker in society. To help you understand the role of speaking in our society. * To help you develop the ability to analyze, criti- cize, and pass judgment on the speaking of others. Classroom Procedures Text used - Rance, Ralph, Wiksell, Principles of Speaking Attendance requirements - Required; Make-up is at the discretion of the instructor Number and types of speeches - 2. Support of a single point - four minutes Speech of conviction: Audience and occasion adap- tation - four minutes Speech with Deductive plan - four minutes Speech with inductive plan - five minutes Information - Six minutes Advocacy - Seven minutes Notebooks - Yes 1. 2. Syllabus with notes on speaking dates Lecture notes Reading notes Speech outlines Instructor's evaluations Evaluations of own and other's speaking Classmates' evaluations of your speaking Written assignments Course outline Divisions - I. Materials of Speaking II. Adapting to the Occasion and Audience *+ F. * G. IV. * A. # B. *‘I’ Ce # D. # 'E. 25 III. Planning the speech IV. Presenting the Speech V. Speaking and Informing VI. Speaking and Advocating Oral and written assignments - 1. Six speeches 2. Outline and list of sources of evidence 3. 250 word paper - Six common faults in first round of speeches 4. Outline and list of attention-arresting de- vices and list of motive appeals 5. Audience analysis of own speech 6. Outline and list of materials of development 7. Evaluation of best speech from the third round 8. Outline and list of materials of development 9. 500 word paper on reactions to Lecture on "Ethics" 10. Outline and list of visual and auditory aids 11. 500 word paper on analysis of speech outside of class 12. Outline and list of materials of development and statement of rationale of the speech Outside reading - No texts, only reading for speeches Grading factors - 60% - Speeches and written work on them 40% - Examinations, written assign- ments, attendance, attitude Teaching Methods Methods of teaching rhetorical principles - Text assignments Lectures Written assignments Instructor and student evaluations Speech preparation and delivery Examinations Types of theory examinations - Objective Conferences - Regular office hours and after class Students below "C" called in at mid- term Methods of covering content of the text - Text Assignments Speeches Examinations Methods of critiquing speeches - ON Ul-S'UIIU-c e 26 Use critique - Yes Type of critique - Oral and written When orally evaluated - after each speech Student evaluations - Yes Oral or written student evaluations - Oral and written Use standard critique form - Yes # F. Lecture methods - Mass video-taped lecture V. Course Instructors # A. Number of different Instructors used - 10 to 12 # B. Use of graduate assistants - Yes + C. Personal Opinions - 1. 3. View on scope of speech training - Everyone can gain much value from speech train- ing. This should be woven into the curriculum of all students from Kindergarten through col- lege, giving opportunity for students to learn sound principles of communication and have oppor- tunity to gain experience in speaking. Adult education programs should also offer speech education. Opinion on use of graduate assistants - . I personally would not want to use anyone else. I have found that graduate assistants are sharp and quick to respond to the students; they are quite pliable and adaptable to the program of a large university. They have to be closely super- vised, but carry out a more uniform program than older professors, who tend to be more independent. Opinion on adequacy of students for normal speak- ing situations - I feel that students who pass Public Speaking 101 will be able to handle most normal public speaking situations. They are not polished orators, but seem to be adaptable to normal situations. Opinion on trends affecting the beginning course - The trend today seems to be toward informal speak- ing situations, which can be seen in contemporary courses and texts. Today's course in public speak- ing must show the relation of speaking to the job; public speaking is not an isolated art. There is also a trend toward a mixing of the art of public speaking and the scientific approach as seen in speech science, communication theory, and related courses. 27 MICHIGAN TECHNICAL UNIVERSITY I. General Format ** A. Title and number of course - Humanities and Sciences 110: Fundamentals of Speech B. How often course is offered - Each quarter 0. How many sections - One to three 1D. Course level - Freshman, Sophomore, Junior, Senior E. Total enrollment - 20 to 60 *Rh‘h‘k‘fi: IF. Required of Speech Majors - Have none Speech Minors - Have none Other Departments - Forestry, Business Administration II. Goals and Objectives * Course aim - To develop proficiency in the organization, the composition, and the delivery of speeches. To provide the student with the basic speech skills that are a necessary supplement to his technical training: 1. To aid the student in overcoming the fear of public speaking, and 2. To aid the student in developing a pro- ficiency in various speaking situations, including the oral report. III. Classroom Procedures + A. Text used - Ross, Speech Communication + B. Attendance requirements - None; make-up only with excused absences * C. Number and types of speeches - 1. Speech of Introduction - One minute 2. Speech on Something Insignificant - Two to Three minutes 3. Personal approach to a common object or occurance - three to four minutes 4. Action speech - four to five minutes 5. Speech with variety in mood, tone, and subject matter - five to six minutes. 6. Speech on controversial topic - five to seven . minutes 7. Final speeches + D. Notebooks - None required 28 Course outline Divisions - I. Qualities of a Good Speaker II. Sources for Speeches III. Organization IV. Visual effect! V. Vocal Variety VI. Argument or Persuasion in Speeches VII. Impromptu Speaking Oral and written assignments - 1. Seven speaking assignments 2. Possible critique of campus speaker Outside reading - None required Grading factors - Based on improvement in speeches Teaching Methods Methods of teaching rhetorical principles - Reading of text Critiques of speeches Types of theory examinations - None given Conferences - Office hours; two-day "open house" at end of quarter Methods of covering content of text - Text assignments Speeches Methods of critiquing speeches - 1. Use of critique -Yes 2. Type of critique - Oral and written 3. When orally evaluated - After all speeches 4. Student evaluations - Yes 5. Oral or written student evaluations - written 6. Use standard critique form - Yes Lecture methods - No mass lecture V. Course Instructors * E. + F. + G. IV. * A. # B. + C. # D. # E. # F. # A. # B. + C. Number of different Instructors used - Three Use of graduate assistants - Not used Personal opinions 1. View on scope of speech training - 29 My personal feelings are based on experience; I get letters or hear from alumni constantly tell- ing me how often they must expose themselves publicly in speech situations. They are either grateful for having taken this course, or moan- ing not having taken it. So from a practical standpoint alone, I find it quite important in business and social areas. If it serves just once in future living, it is worth it. 2. Opinion on use of graduate assistants - In the main, assistants do weaken 3 course; I am convinced that any fundamentals course is harder to teach than an advanced one, and it takes an exceptional assistant to be able to understand first of all the situation thoroughly, then to be able to reduce his knowledge to the simplest terms and devices, and finally to guide the do-it-yourself student through the varied pitfalls he might encounter. 3. Opinion on adequacy of students for normal speak- ing situations - Yes, if the student has worked sufficiently hard at it, he can do well after leaving the course. But he would have to have the desire to improve; to get off the plateau that is often reached at the end of the course. 4. Opinion on trends affecting the beginning course— The only changes will possibly be in the number of students taking the course - it's on the rise. Also, possibly, a division into a two-term course, with the second half delving into "bread-and-but- ter" speeches, parliamentary procedure, and any- thing else which could be of use in our modern society. UNIVERSITY OF MICHIGAN General Format *fih‘h‘fl: Title and number of course - Speech 100: Fundamentals of Public Speaking How often course is offered - Each trimester How many sections - 27; Summer term - Four Course level - Freshman, Sophomore, Junior Total enrollment - 648; Summer Term - 1OO 30 # IF. Required of Speech Majors - Yes Speech Minors - Yes Other Departments - Teaching Certification students II. (3oals and Objectives * A. General purpose - To develop your ability to think critically and to express orally these thoughts in an effective man- ner as possible. In order to achieve these ends, you will be acquainted with the basis for logical organization; assisted in deve10ping an effective delivery; introduced to the logical and psychological principles of persuasion; and helped to develop clear communication through precise use of language. * B. Specific purpose - To provide oportunity for analysis and reasoning... In addition to developing more fluency in expressing your thoughts in public, you should also mature in critical listening ability in order to off-set the dangers connected with uncritical acceptance or rejec- tion of spoken communication. III. Classroom Procedures * A. Text used - Brigance, Speech: Its Techniques and Disci- plines in a Free Society * B. Attendance requirements - Left up to individual in- structor * 0. Number and types of speeches - 1. Personal experience 2. Delivery workout speech 3. One-point speech 4. Speech to inform 5. Group discussion 6. Speech to inform 7. Oral assignment - Choice of instructor 8. Final presentation + D. Notebooks - None required * E. Course outline Divisions - I. Introductory Principles of Public Speaking II. Mastering the Oral and Physical Presentation III. Developing Critical Thinking IV. Language in Communication V. Final Speech Assignment 31 Oral and written assignments 1. Eight speeches 2. Impromptu speeches 3. Group discussions Outside reading - None required Grading factors - Vary with instructors Teaching Methods Methods of teaching rhetorical principles - Text Assigned reading Class lectures and discussions Occasional quizzes Mid-term and final examinations Speeches and criticisms Types of theory examinations - Objective - essay Conferences - Two conferences arranged per term Methods of covering content of text Class discussions Quizzes Mid-term and Final examinations Methods of critiquing speeches- 1. Use critique - Yes 2. Type of critique used - Oral and written 3. When orally evaluated - After each speech, after several speeches 4. Student evaluations - Yes 5. Oral or written student evaluations - Oral and written 6. Use standard critique form - No Lecture methods - Rarely use mass lecture . Course Instructors + F. + G. N. * A. # B. C. # D. # B. # F. V # A. # B. + 0. Number of different Instructors used - About 14 Use of graduate assistants - Yes Personal opinions - 1. View on scope of speech training - Speech training is helpful for everyone, yet one cannot say it is necessary to everyone. 2. Opinion on use of graduate assistants - Experience has proven that the use of graduate 32 assistants has worked satisfactorily. 3. Opinion on adequacy of students for normal speak- ing situations - About half of the students who pass the beginning course need further training to be comfortable in normal speaking situations. 4. Opinion on trends affecting the beginning course- Semantics is making an impact on the beginning course. Mass communication seems to be affecting the beginning public speaking course. The need for further training in discerning the validity of the speaker's statements appears necessary. WAYNE STATE UNIVERSITY I. General Format * A. # B. # c. # n. # E. # F. II. Title and number of course - Speech 0200 How often course is offered - Each quarter How many sections - 30 to 40; Summer - 10 Course level - Freshman, Sophomore, Junior, Senior Total enrollment - About 750 Required of Speech Majors - Yes Speech Minors - Yes Other Departments - Business Administration Education, Engineering, some Liberal Arts Depart- ments Goals and Objectives + The basic goals concern the instruction in the Five Canons in the standard order, with an emphasis on Informative speaking. III. Classroom Procedures * A. Text used - Oliver and Cortright, Effective Speech, 4th Ed. + B. Attendance requirements - Required of all students * C. Number and types of speeches - 1. Speech of Introduction - One to Two minutes 2. Demonstration - Two minutes 33 3. Single point - One to two minutes 4. Project No. 1 - a. Impromptu talk - One to two minutes b. Single illustration - One to two minutes c. Speech - Five minutes 5. Informative talks with one to two visual aids - Two to three minutes 6. Final speech + D. Notebooks - None required * E. Course outline Divisions - I. Orientation II. Invention, Arrangement, Style III. Articulation, Voice, Action IV. Informative speeches V. Final speeches Written and oral assignments - Six speeches One-half minute reading prose record Reading aloud Three one-page listening project reports Optional assignments - Panel discussion Persuasion projects + F. Outside reading - None + G. Grading factors - 1/3 - written work 2/3 - Oral work IV. Teaching Methods * A. Methods of teaching rhetorical principles - Text assignments Quizzes and final examinations Listening projects Videotapes Speeches and criticisms # B. Types of theory examinations - Objective - essay + C. Conferences - Used much; no definite amount * D. Methods of covering content of the text - Class discussion Speeches Quizzes and examinations # E. Methods of critiquing speeches - 34 Use critique - Yes Type of critique - written and oral When orally evaluated - Variable, after several speeches Student evaluations - Yes, some Oral or written student evaluations - Oral and written 0\ U‘lk UAW-e so . Use standard critique form - No # F. Lecture methods - No mass lectures V. Course Instructors # A. Number of different Instructors used - 20 to 30 # B. Use of graduate assistants - Yes + C. Personal Opinions 1. View on scope of speech training- I am personally in favor of speech training for everyone; this includes the Elementary, Secondary, and College student. 2. Opinion on use of graduate assistants - (No opinion given) 3. Opinion on adequacy of students for normal speak- ing situations - If a student gains an adequate knowledge of the Five Canons and can apply these in informative speaking situations, then he will be well adapted to normal speaking situations. 4. Opinion on trends in society affecting the begin- ning course - I shall be surprised to see many changes. Informa- tive speaking and the Five Canons are basic to all speaking and Speech Training. SECTION II 35 A 3'0 Table 1 General For-st Title & Number How often School Number of of Course Offered Sections Adrian Speech 201: Prin- Each C 11 ciples & Practice _ 0 age in Speaking Semester 5 7 Aquinas Each College Speech 101 Semester 3 - 4 gigftst Speech 103 SEacht 4 S College emes er ' Speech 103:: gaixin Fundamentals of Each 8 _ 12 ° 98° Public Speaking Semester Eastern, Speech 121:: Michigan Fundamentals of Each 40 University Speech Semester 0011988 Fundagggzzis of Semester l2 Méggigan Public Speaking Each 30 - 40 University 101 Quarter Summer: 8-10 Michigan Humanities & SociaN Ea h Technical Sciences llO:Funda- 0t 1 3 University mentals of Speech Quar er ‘ University Speech 1008’ of Fundamentals of 1Ea°2 27..# Michigan Public Speaking Tr mes er Summer.. Wayne State Speech 0200 EaCh 3° - ‘0 University Quarter Summer: 10 37 Table 1 - Continued School, Course Total Required Level Enrollment by: Adrian I Sophomore 130 Speech Major, Minor, Education, Business, Reli- gion, Economics, Phys. Ed. Freshman S h.Mi A Sophomore P880 nors quinas Junior 70 (No Speech Major Senior offered)‘ ' Speech Minors All B.B.C. . Freshman 85 departments except Music (No Major offered) 5 Speech Major Minor' Galvin 3 gggg‘gggge 200 Engineering,’Pre- E Seminary, Pro-Law E.M.U. I Freshman 700 Speech Majors, Minors I All Departments 1 Hope: I Freshman 240 Speech.Majors, Minors Rh toric & Publi M.S.U. Freshman Av. 750 Adgress Majors, 0 Some other Departments I Freshman Sophomore M.T.U. Forestry } Junior 57 Business Administration 1 Senior Freshman U.of M Sophomore 648 Speech Majors, Minors Junior- Teacher's Certificates J Freshman Speech.Majors, Minors, W.S.U.= Sophomore 750 Business Administration, Junior Education, Engineering, Senior 1 Liberal Arts II. A. 38 Goals and Objectives of the Course Adrian College 1. 2. 30 To study rhetorical theory and give experience in the planning and delivery of the various types of speeches. To give opportunity for practice in areas other than public address, such as group discussions. To develop confidence in areas other than public address. Aguinas College 1. 3. 4. Every individual should strive to communicate the truth of himself and his ideas to his fellow men with open sincerity, with as much clarity as possible, and with whatever eloquence is possible to him by nature and through conscious effort (training) and practice. It is important that every man - and certainly every educated man - learn the discipline of clear, direct honest communication with other men, be it in public or private. It is our aim in this speech class to make the best qualities of conversation the norm of our acquired skills in public speaking. Speech is the whole man. Baptist Bible College 1. 2. 3. To acquire a sound understanding of methods that promote good speech. To develop skills in everyday speaking situations and public address. To prepare for effective Christian service. Calvin College 1. To teach the mastery of speech fundamentals, espec- ially disposition and delivery. Eastern Michigan University 1. To stimulate the formulation of wholesome and desir- able attitudes toward public speaking. 39 2. To equip the student with the basic principles of speech, including: a. The mechanics of delivery b. The Speech composition c. Vocabulary building and pronunciation d. Speech psychology e. The physiology of voice. 3. To provide a laboratory for: a. The improvement of the student's speech habits b. The acquisition of skills in public speak- ing c. The scrutinizing of original ideas and logi- cal thought d. The strengthening of the student's self con- fidence and the development of his person- ality 4. To develop greater skill in the evaluation of speakers and speeches. F. Hope College 1. To increase whatever degree of confidence with which any student begins the course. 2. To develop contact, a sense of communication. G. Michigan State University General - To assist students, through knowledge of and experience in the principles and methods of speaking, to operate more effectively as agents of change in speaking situations. Specific - 1. To help you understand and make effective use of the materials of speaking - materials of development, personal proof, and materials of experience. 2. To help you learn and put into practice the principles of good speaking - discovering, or limiting the topic; adapting to the audi- ence; organizing and outlining the speech; developing and using language for speaking; practicing and presenting the speech. 3. To help you feel more secure in the speaking situation by assisting you in a personal ad- justment to your role as a speaker. 4. To help you understand and accept the responsi- bility of the speaker in society. 4O 5. To help you understand the role of speaking in our society.. 6. To help you develop the ability to analyze, criticize, and pass judgment on the speaking of others. H. Michigan Technical University Course aim - To deve10p proficiency in the organi- zation, the composition, and the delivery of speeches. To provide the student with the basic speech skills that are necessary supple- ment to his technical training: 1. To aid the student in overcoming the fear of speaking in public, 2. To aid the student in developing a proficiency in various speaking situations, including the oral report. I. Universitp of Michigan General Purpose - To develop your ability to think critically and to express orally these thoughts in an effective manner as possible. In order to achieve these ends, you will be acquainted with the basis for logical organization; assisted in developing an effective delivery; introduced to the logical and psychological principles of per- suasion; and helped to develop clearer communi- cation through precise use of language. Specific Purpose - To provide opportunity for analy- sis and reasoning.... In addition to developing more fluency in expressing your thoughts in pub- lic, you should also mature in critical listening ability in order to off-set the dangers connected with uncritical acceptance or rejection of spoken communication. J. Wayne State University The basic goals concern the instruction in the Five Canons in the standard order, with an emphasis on Informative Speaking. III. Classroom Procedures A. Textbook used - 1. Adrian College - Reid, Speaking Well 41 2. Aquinas College - Soper, Basic Public Speaking 3. Baptist Bible College - McBurney and wrage, Guide to Good Speech 4. Calvin College - Wilson and Arnold, Public Speaking as a Liberal Art 5. Eastern Michigan University - Dickens, Speech: Dypamic Communications 6. Hope College - Dickens, Speech: Dynamic Communica- tions 7. Michigan State University - Hance, Ralph, Wiksell, Principlep of Speaking 8. Michigan Technical University - Ross, Speech Communicat on 9. University of Michigan - Brigance, Speech: Its Technigues and Disciplines in a Fpee Society 10. wayne State University - Oliver and Cortright, Effective Speaking, 4th Ed. Table 2 Attendance Requirements * s ’ h N013 _ N0 Sc ool Required Required Make up Adrian College x x Aquinas College x Baptist Bible College- x x Calvin College' x x Eastern Michigan University x Hape College x x- Michigan State University x Michigan Technical University x x University of Michigan Left up to individual instructor 'Wayne State University x *Not all schools responded in these categories C. 42 Number and types of speeches 1. 2. 3. 4. 5. Adrian College 3. b. C. d. e. f. g. Simple explanation and demonstration - 1 - 2 minutes Single illustration with imagery - 2 minutes Single point with illustration, two instances and a restatement - 3 minutes Single point with illustration, instances, testimony or statistics, restatement - 4 minutes Speech to inform Speech to stimulate, convince, actuate - 5 - 7 minutes Final: open choice - 10 minutes Aguinas College Introductory talk - 2 minutes Expository or descriptive speech - 3 minutes Narrative speech - 4 minutes Demonstration speech using visual aids - 5 minutes Speech to inform - 6 minutes Speech to convince - 6 minutes Baptist Bible College The types of speeches vary with the different groups; the assignments are taken from the text. a. b. C. d. e. f. 2 - 4 minutes 3 - 5 minutes 4 - 6 minutes 5 - 7 minutes 6 - 8 minutes Final speech - 1O - 12 minutes Calvin Collgge Six to eight speeches are given, variable with class size. The first few are mainly aspects of delivery; the rest are informative and per- suasive. Eastern Michigan university a. b. c. d. e. Any topic - 4 minutes Any topic - 5 minutes Any topic - 6 minutes Any topic - 7 minutes Final: any topic - 7 minutes 10. 43 Hope College a. b. c. d. e. f. Anything - 3 minutes "The best speaker I have ever heard and why he was that" - 4 minutes Speech to entertain - 4 minutes Group discussion - 4 minutes Choice: to entertain, travelogue, to con- vince - 3 - 4 minutes Final oral examination: expository speech in manuscript form, annotated for factors , of attention - 6 minutes Michigan State University 1 a. b. c. d. e. f. Support of a single point - 4 minutes Speech of conviction: audience and 00- a casion adaptation - 4 minutes Speech with deductive plan - 4 minutes Speech with inductive plan - 5 minutes Information - 6 minutes Advocacy - 7 minutes Michigan Techical University a. b. C. d. e. f. 3. Speech of introduction - 1 minutes Speech on something insignificant - 2 - 3 minutes Personal approach to a common object or occurance 3 - 4 minutes Action speech - 4 - 5 minutes Speech with variety in mood, tone, and sub- ject matter - 5 - 6 minutes Speech on controversial topic - 5 - 7 minutes Final speeches University of Michigan a. b. Personal experience Delivery workout speech One-point speech Speech to inform Group discussion Speech to inform Oral assignment - choice of Instructor Final presentation wayne State University a. b. c. d. Speech of introduction - 1 - 1 1/2 minutes Demonstration - 2 minutes Single point - 1 1/2 minutes Project # 1 44 Impromptu talk - minute Single illustration - 1 - 1 1/2 minutes Speech - 5 minutes e. Informative talks with one to two visual aids - 2 1/2 - 3 minutes f. Final speech - as long as time permits Table 3 Notebooks and Outside Reading Notebooks ° equired OUtSidB‘: Reading School 1 Required N03 squired Not _‘7 Required Required Adrian College‘ x x Aquinas College x x Baptist Bible College x x Calvin College x x Eastern Michigan University x x Hope College" x x Michigan State University x x Michigan Technical University x x University of Michigan x x Waype State University x x E. 45 Course outline 1. 3. Adpian College Divisions - Based on text assignments and speeches Oral and written assignments 1. Seven speeches 2. Five information cards with subject and five sources 3. Three minute prose and poetry readings 4. Parliamentary sessions 5. Oral exercises Aquinas College Divisions - BaSed on text and speaking assign- ments written and oral assignments - 1. Six speeches 2. Appraisal of speech in Eital Speechgp 3. Practice reading selections on v0Ice 4. Analyze speech 5. Analyze speech Baptist Bible College Divisions - Based on text assignments and speeches Written and oral assignments 1. Six speeches 2. Book report on Hall, The Silent Language 3. Outside reading notes 4. Critiques of speakers Calvin College Divisions - Based on text assignments and speeches written and oral assignments - 1. Six to eight speeches 2. Three speech reports Eastegp Michigan Univepsipy Divisions - Based on lectures and text assign- ments Lecture 1 - An Introduction to the Course Lecture 2 - Personal Adjustment Lecture 3 - Voice Improvement . Lecture 4 - Bodily Action . Lecture 5 - Analysis of the Speaking Situ- ation 1 2 3 4 5 6. 7. 46 6. Lecture 7. Lecture 8. Lecture 9. Lecture Supporting Materials Thought Content Structuring the Speech - The Language of Speech ~0QO I written and oral assignments - 1. Five speeches 2. Occasional exercises assigned to go in the notebook 3. Student criticisms Hope College Divisions - Based on text assignments and speeches Oral and written assignments - 1. Six speeches 2. Personal letter 3. List of difference between speech and writing 4. Several: How this morning's speech could be improved 5. Report on at least one Forensics event Michigan State University Divisions - I. Materials of Speaking II. Adapting to the Occasion and Audience III. Planning the Speech IV. Presenting the Speech V. Speaking and informing VI. Speaking and Advocating written and oral assignments - Six speeches Paper of 250 words on six faults of speakers Paper of critiques of speakers Paper of 250 words on best speech evaluation Paper of 500 words on lecture on "Ethics and the Speaker" Paper of 500 words on evaluation of a speech Annotated outlines of each speech Michigan Technical University Divisions - I. Qualities of a Good Speaker II. Sources for Speeches III. Organization IV. Visual Effects V. Vocal Variety VI. Argument or Persuasion in Speeches VII. Impromptu Speaking 47 Written and oral assignments - 1. Seven speeches 2. Possible critique of campus speaker 9. University of Michigan Divisions - 1. Introductory Principles of Public Speaking II. Mastering the Oral and Physical Presen- tation III. Developing Critical Thinking IV. Language in Communication V. Final Speech Assignment written and Oral assignments - 1. Eight speeches 2. Impromptu speeches 3. Group discussions 10. wayne State University Divisions - I. Orientation II. Invention, Arrangement, Style III. Articulation, Voice, Action IV. Informative Speeches V. Final Speeches Written and oral assignments - 1. Six speeches 2. One half minute reading prose record 3. Reading aloud 4. Listening projects - three one-page reports Optional assignments: Panel discussion Persuasion projects F. Grading Factors 1. Adrian College - 1/3 - written work 2/3 - Speeches 2. Aguinas Collgge - 1/3 - Student analysis of speeches and examinations 2/3 - Speeches 3. Baptist Bible College - 1/2 - Speeches and Critiques 1/2 - Notebooks and Exami- nations 4. Calvin gollege - 1/3 - written work 2/3 - Speeches IV. 9. 10. 48 Eastern Michigan Univeysity - Grades based mostly on speeches; also mid-term and Final examinations. Hope College - Grades are based on speeches, with 2/3 coming from the second half of speeches Michigan State University - 60% - Speeches and out- lines 40% - Examinations as- signments, at- tendance, attitude Michigan Technical University - Grades based on speeches University of Michigan - Factors vary with Instructors Wayne State University- 1/3 - Written work 2/3 - Speeches Teaching Factors A. Methods of Teaching Rhetorical Principles 1. Adrian College - a. Text and discussions b. Quizzes c. Mid-term and final examinations d. Speeches and criticisms 2. Aguinas College a. Reading of Text b. Class discussion of text c. Outside reading assignments d. Examinations on text e. Speeches and criticisms 3. Baptist Bible College a. Text and discussions b. Quizzes c. Mid-term and Final examinations d. Outside reading e. Speeches and criticisms 4. Calvin College a. Text assignments b. Outside reading assignments 5. 10. 49 c. Class discussions d. Speeches and criticisms Eastern Michigan University a. Lectures b. Reading of text c. Outside reading assignments d. Mid-term and final examinations e. Speeches and criticisms Hope Collgge a. Text assignments b. Quizzes c. Conferences d. Examinations e. Speeches and criticisms Michigan State University a. Text assignments b. Lectures c. written assignments d. Speech preparation and delivery e. Speech criticism f. Examinations Michigan Technical University a. Reading of text b. Speeches and critiques University of Michigan a. Reading of text b. Assigned reading c. Class lectures and discussions d. Quizzes e. Mid-term and final examinations f. Speeches and criticisms waype State Univepsity a. Quizzes and final examinations b. Textbook assignments 0. Listening projects d. Videotapes e. Speeches and criticisms 50 Table 4 Types of Theory Exams = W School No Exams Objective‘ Essay Exams Exams Adrian College x x Aquinas College x Baptist Bible College” Calvin College x x Eastern Michigan University x x Hope College x Michigan State University x Michigan Technical University x University of Michigan ‘ x x Wayne State University x x *Speech analysis examination- Mid-term Speech construction examination- Final B. Personal opinions of Instructors 1. Views on scope of speech training - Prof Donald J. Vedt Ad ian Colle e Speech is needed in aII areas; this can be supported by many personal examples and testi- monies. Speech training is helpful to all vo- cations. gistep Mapy de Chantal, O.Pn Aguinas Collegg peech ra n ng 3 very mpor an o ay s nce this age is the age of communication. The educated man must be able to communicate honestly his ideas to his fellow men. Irvin T, Listep, Baptist Bible College Each year the nee or e ect ve communication becomes more important in our society, thus placing more and more importance on the need 2. 51 for speech training in our society. I per- sonally feel that everyone can benefit by speech training. Prof Thomas J Ozin a Calvin Colle e I'm aIl for it. Prof, Thomas JI MurrayI Eastern Michigan University Speech training can be profitable for all. This would not be so necessary, perhaps, if we were in an "elite" society. Prof William Schrier Ho e Colle e AII can profit from traInIng In speech. Speech training shows the public speaker his ethical responsibility. Prof, David Ralph, Michigan State University Everyone can gain much value from speech training. This should be woven into the curriculum of all students from Kindergarten through college, giving opportunity for students to learn sound principles of communication and have opportunity to gain ex- perience in speaking. Adult education programs should also offer speech education. Prof Jose h B Kirkish Michi an Technical Universit My personaI feelings are based on experience; I get letters or hear from alumni constantly telling me how often they must expose themselves publicly in speech situations; they are either grateful for having taken this course or moaning for not having taken it. So from a practical standpoint alone, I find it quite important in business and social areas. If it serves just once in future living, it is worth it. Prof, William §attler, University of Michigan . Speech train ng 8 important for a , yet one can- not say that it is necessary for everyone. Prof Geor e V Bohman wa n State Universit I am personalIy in favor of speech traInIng gor everyone; this includes the Elementary, Secondary, and College student. Opinions on use of graduate assistants - ProfI Donald JI VeldtI Adrian College Since I have been one, I hold a divided opinion. The use of graduate assistants pp; pg does not weaken speech instruction. I personally object to the use of graduate assistants who have had 52 no speech training or background. The use of gradu- ate assistants can often be more valuable to the instructor than to the student. Sistep Mary de Chantal, O,P,, Aguinas College This was tr e once w t an o der man who had a good speech background and it proved very effective. On the whole, students are often quite disappointed with graduate assistants and feel cheated. Ipyin T, Lister, Baptist Bible College A graduate assistant program can be sucessful for the beginning speech course in speech if it is a selective one. If the Director must use just any- one, then often his program, as well as the students, suffers. A well-trained sensitive graduate assistant can do much with beginning students. Prof Thomas J Ozin a Calvin Colle e Most unfortunate, but a fact of IIfe. Prof Thomas J Mu ra Easte n Michi an Universit This depends on a matter of prIority since first commitment must be either to teaching or to class work. General experience has proven teaching to be somewhat more effective when graduate assistants are not used. I Ppof, William Schpiep, Hope College No op nion state . Ppof, David Ralph, Michigan State University I persona ly would not want to use anyone e as. I have found that graduate assistants are sharp and quick to respond to students; they are quite pliable and adaptable to the program of a large university. They have to be closely supervised, but carry out a more uniform program than older professors who tend to be more independent. Prof, Joseph B, Kirkish, Michigan Technical University In the main, assistants do weaken a course; I am convinced that any fundamentals course is harder to teach than an advanced one, and it takes an excep- tional assistant to be able to understand first of all the situation thoroughly, then to be able to re- duce his knowledge to the simplest terms and devices, and finally to guide the do-it-yourself student through the varied pitfalls he might encounter. P 0 William Sattler Universit of Michi an Exper ence has proven that the use of graduate assis- tants has worked satisfactorily. —._—7——.__ _ u ‘ . . b 4 3. 53 Prof Geor e V Bohman wa ne State Universit Since these aIl have an M.A. or the equivaIent, and are doctoral students, they are of the same or better quality than typical instructors that we could em- ploy. All are required to have taken or are taking concurrently with their teaching the College Speech Methods course. Opinions on the adequacy of students for normal speak- ing situations ’ 4 Prof, Donald J, Veldt, Adrian College Meat of the students who pass this course are not accomplished speakers. Less than 50% of them will probably be completely comfortable in outside sit- uations; 75% more will be adequately comfortable. Siste Ma de Chantal O P A uinas Colle e Most of the students wIII be abIe to adjust adequately to the normal speaking situations they may encounter; however, some of them will be insufficiently prepared for certain situations. Irvin T, Listpr, Baptist Bible College I feel that the students who get A or "B" will be able to do a respectable job in normal speaking situations; ”C" students will probably have some problems in effective communication, doing an aver- age job. On the average, I would say that 50% of the students who pass the course will adjust adeq- uately to normal speaking situations. Pr f Thomas J Ozin a Calvin Colle e This Is adequate, but two hours of preparation isn't enough. Prof, Thomas J, Murray, Eastepn Michigan Universipy A wo hour course a somewhat na equa e in terms of time; a three hour course would prove much more ad- vantageous. .— !—~+.-‘ _ 9' - " Prof, William Schrier, Hope College Students who pass the course with an "A" or "B" will be best adjusted for public speaking situations. Since the course is only two hours, most students would profit by taking the advanced public speaking course. Prof, David Ralph, Michigan State University I feel that students who pass Public Speaking 101 will be able to handle most normal public speaking situations. They are not polished orators, but seem to be adaptable to normal situations. 54 Prof Jose h B Kirkish Michi an Technical Universit Yes, if the student has worked sufficientIy hard at it, he can do well after leaving the course. But he would have to have the desire to improve, to get off the plateau that is often reached at the end of the course. PpofE William Sattlera University of Miphigan Abou ha 0 the stu an 3 who pass the beg nning course need further training to be comfortable in normal speaking situations. Ppof, George V, Bohman, wayne State University If a student gains an adequate knowledge of the Five Canons and can apply these in informative speaking situations, then he will be well adapted to normal speaking situations. He will, of course, want more work for unusual problems of persuasion.. This comes in the next course. Opinions on trends in society affecting the beginning course - Prof, Donald J, Veldt, Adrian Cpllege I won d include some work in group iscussion. There is an important emphasis on mass communication and larger classes; there is more need for training in speaking to larger mass audiences. The political trend places more emphasis on the need for stressing the ethical responsibility of the speaker. Sister Mary de Chantal, O,P,, Aguinas College One can see a strong emphasis on the communication process. There is also some emphasis placed on the whole thought process. Group dynamics seems to be coming into greater importance. Irvin T Liste Ba tist Bible Colle e There is a strong emphasis in our society on the use of group discussion for problem-solving, which is and will continue to make changes in the beginning course as well as the entire speech curriculum. There also seems to be a trend away from the entire course devoted to formal public address; the infor- mal seems to be making strong inroads. Mass com- munication appears to be affecting the beginning course, and will probably continue to do so. Prof Thomas J Ozin a Calvin Colle e One area is the possIble use of teIevision to make up fgr the rapidly increasing student body and limited Staf e 55 Prof, Thomas J, Murray, Eastern Michigan University The trend toward technical orientation in our society, seen in such courses as speech science, lab sessions, etc., will probably cause more changes in the future of the beginning course. Prof, William Schrier, Hope College There is a trend toward larger sections and new ap- proaches to teaching more students per instructor. 2»- There is also a trend toward programmed instruction. My opinion is that speech is too personalized for pragrammed instruction. I am wary of it and am in- clined to doubt its efficacy until more evidence is in. On the size of classes, I still lean to small classes as the most effective. Prof David Ral h Michi an State Univ rsit The trend today seems to be toward InformaI speaking situations, which can be seen in contemporary courses and texts. Today's course in public speaking must show the relation of speaking to the job; public speak- ing is not an isolated art. There is also a trend to- ward a mixing of the art of public speaking and the scientific approach as seen in speech science, com- munication theory, and related courses. Ppof, Josgph B, Kirkish, Michigan Technical Univepsity The only changes will possibly be in the number of students taking the course - it's on the rise. Also, possibly a division into a two-term course, with the second half delving into bread-and-butter speeches, parliamentary procedure, and anything else which could be of use in our modern society. Prof William Sattler Univ rsit of Michi an Semantics is making an Impact on tEe begInnIng course. Mass communication seems to be affecting the begin- , ning public speaking course. The need for further*‘” training in discerning the validity of the speaker's statements appears necessary. Prof Geor e V Bohman wa ne State University I wIII 5e surprIsed to see any changes. n ormative speaking and the Five Canons are basic to all speak- ing and Speech Training. Table 5 56 Conferences and Methods of Covering Content of the Text Confer- Methods of Covering ences Content of the Text on m a 2 3 3 ‘e' 0 «dc: n o .1 School '1' “’5 ° '8' 3 p m 3 O H 5 m .d a o g 0 0 w :3 O H N a ”at: 3 3 E N t H 00L?!) q-l Flag a 9 <3 (at) «4 c: .m: <3 .4 Adrian College x 1+ x x x x* Aquinas College x x x x x Baptist Bible College x x x x x x Calvin College _ x x x x Eastern Michigan University x l x x x: x Reps College“ x l+ x x' x Michigan State University x x x x Michigan Technical Universitfi x x x University of Michigan x 2 x x x x x Wayne State University x x x x x x *Also student speeches on unit topics m4 amdwo m awesome on cuwdwppbm mvomoumm J aoflcfiofi wdmwcmapobm manhood Mdmwmmapou moroow a a zoom osmHH Mdmwemnmn duo on mamsmsun we a ospapps ‘ aqua oupapnso buses pudou mwmen none 93 £333 ewes $43.3 >5 camp aspeecs rlr mucous measures muoooUom renews H M H H M New H N no ragga H H Home. H 2o wwuapwd _N H H Hem H M New wpdwo omwdwn. H N N Men M H 20 seasons N N H «on w H. mo, sweepmmu move a H H N N do «do Van-GENE” N H H mamas «on H H «on 3906» u . aeoabmwmw N H M New M Hon 3 powpmmu H N H H «on H M no than H 58 Table 7 Lecture Methods = , school WW Lemar. Adrian College x Aquinas College x Baptist Bible College x Calvin College x Eastern Michigan University x Rape College x Michigan State University x Michigan Technical University x University of Michigan x* Wayne State University x *Rarely used V. Course Instructors Table 8 Number of Instructors Used and Use of Graduate Assistants School ) Number a: Graduate [Assistants Instructor"figga-—“'§3$—§§gd-' Adrian College 2-3 x Aquinas College 2 x Baptist Bible College 2 x Calvin College 3-4 x Eastern Michigan University 10 x Hope College 4 x Michigan State University lO-l2 x Michigan Technical University. 3 x University of Michigan 14 x Wayne State University 20-30 x CHAPTER III CONCLUSIONS In this chapter all of the data collected and com- pared in Chapter Two are analyzed and conclusions drawn, along with some projections for future curriculum evalu- I ations. For the sake of consistency, the same foFMat used in Chapter II is utilized in Chapter III. Answers to the questions presented in Chapter I under Justifi- cation are presented in this chapter. B. .D. General Format Every college offered the beginning public speaking course each quarter or semester of the school year, and most of the colleges offered the course during a summer session. The number of sections offered at each college ranged from five to forty. The average number of students in each section was about twenty to twenty-one. No evidence was presented to support the claim that this course under study is geared mainly to freshmen. Several geared the course to all grade levels, while four colleges geared their courses toward freshmen. One could generally say that this course in Michigan colleges is not planned for any one grade level. Of the ten colleges chosen for this study, nine re- 59 6O quired the beginning public speaking course of their Speech Majors and Minors.1 In one of the colleges the first course in public speak- ing was required by all departments; one college required this course of all students except those in one depart- ment. In nine of the ten colleges, the beginning public speaking course is required by other departments than Speech. Goals and Objectives This section showed no evidence of a consistent pattern in the length of the beginning course. Each college stressed the importance of comprehending sound principles and being able to demonstrate these in speaking situations. Several of the colleges stressed the importance of being able to communicate ideas from speaker to listener. [giggsroom Procedures Textbook About half of the texts used appeared to be in the tra- ditional2 style, while the other half were in the more modern style with an emphasis on the communication process. Question - Does the choice of textbooks used in the courses of this study indicate any trend toward the 1Some of the colleges offered no Speech Major 2The author used the term "traditional" to describe texts which are based on the Five Cannons of Rhetoric. 61 influence of recent research in the communi- cation process upon the beginning public speaking course? Since half of the colleges in this study used a text which is modern in its approach and publication date, it appears safe to say that the choice of textbooks does show a trend toward the influence of recent research in the com- munication process upon the beginning public speaking course. B. Attendance requirements Attendance was required at all of the colleges except one. All but one of the colleges out of the five who replied gave provisions for make-up. Number and types of speeches Five to seven speeches each time the course was offered for each student in the class appeared to be the average. As to types of speeches, there was such a variety that no consistent pattern showed. Notebooks Notebooks were required of the students at only three of the ten colleges. Outside reading Six of the ten courses studied required outside reading apart from the text for the course. Course outline Most of the colleges based the course outline on the outline of the text and the speaking assignments. All of the colleges required oral and written work in ad- B. 62 dition to the regular speaking assignments. Grading factors Almost half of the ten colleges placed one-third of the weight on the written work and two-thirds of the weight on oral assignments in evaluating student work. In three of the colleges the evaluating was done on the basis of the oral work done. TeachingAMethods Methods of Teaching Rhetorical Principles All of the ten colleges used textbook assignments and speeches as a means of teaching rhetorical principles. Five of the colleges used class discussion, while half of the colleges also used quizzes as a means of teaching principles. Seven out of ten colleges utilized theory examinations in teaching methods. Five out of the ten colleges required outside reading as a learning tool. Four of the colleges used lectures, and one college used private conferences as a means to teach theory. Two colleges gave written assignments aimed at teaching theory. Types of theory examinations One college gave no theory examinations; two colleges gave only objective type examinations. One instructor used only essay type theory examinations. Half of the colleges used both objective and essay type examinations. One college employed a student speech analysis and speech construction as a means of testing theory comprehension. 63 It seems significant that half of the colleges appeared to favor both the objective and the essay type as the most expedient way of testing theory comprehension. Conferences All of the instructors maintained regular office hours for student conferences; four of the colleges scheduled conferences with the students to discuss privately any problems, and to criticize students' speeches. Methods of covering contents of the text All of the colleges participating used a textbook and made regular assignments. Six of the ten colleges used class discussion of the assigned materials in the text to aid further in learning rhetorical theory. Nine out of ten instructors replied that the assigned speeches were a further means of covering theory discussed in the text. Six of the instructors said that the theory examinations were a method of reviewing theory content. Six of the colleges used quizzes on the text material, and two colleges utilized lectures as a means of further covering theory. Methods of critiquing speeches. All of the instructors used a critique of student speeches; all ten of them used oral critiques, while nine out of ten employed both oral and written critiques. This would seem to indicate the importance instructors place on both oral and written critiques: the oral having the value of immediate evaluation, while the written gives 64 the speaker more time to evaluate his delivery as well as content and help him prepare for future speaking assignments. Six of the colleges replied that they evaluated orally the student's speeches after each speech; four of them evaluated orally after several speeches; half of the instructors orally evaluated after all the speeches in a class period. The questionnaire allowed the instructors to reply in one, two, or all three of the categories, which some instructors did. These replies show no definite pattern here, but rather a good distribution of practice as to when speeches are orally evaluated by the instructors. Nine of the ten colleges used student evaluations of student speeches. Eight out of these nine used both oral and written student evaluations. In the personal interviews with the instructors, it was learned by the author that the one instructor who did not use student evaluations felt that beginning students were not experienced enough to warrant taking class time to hear them. Standard cri- tique forms were used in half of the colleges evaluated. Lecture Methods Eight of the ten colleges used no mass lecture methods: lectures were handled in individual classes. One of I the colleges occasionally used video-tape lectures shown at scheduled times that were required viewing by the students. Only one of the colleges used mass lecture video-taped lectures, but these were viewed in B. 65 small groups. In conjunction with this, it is well to note that all of the instructors interviewed ex- pressed their opinion as to the individuality of speech instruction and their concern that future classes do not grow to large for this individual approach. The evidence presented above seems to sup- port this idea that as of yet this individuality is maintained in spite of the growing size of enrollment in these courses. Course Instructors Number and use of graduate assistants Six of the ten colleges employed one to five instructors in the beginning public speaking course. Three colleges used from 10 to 15 instructors; while only one used 20 to 30 instructors in the beginning speech course. Six of the ten colleges used graduate assistants. Personal opinions 1. Importance of speech training in our society All of the instructors interviewed said that speech training is important; and all but one said that it is necessary and beneficial for everyone to have speech training. All of the professors interviewed shared with the author the growing need for speech training in our society. 2. Use of graduate assistants Four of the ten professors interviewed expressed a favorable opinion toward the use of graduate as- sistants in the beginning public speaking program; 66 these opinions ranged from highly favorable to mildly favorable. Three of the instructors gave an non-commital answer. Three of the professors expressed an unfavorable opinion toward the use of graduate assistants. In comparing the results of the use of graduate assistants with the personal opinions of the in- structors, one concludes the following. There were four colleges which used graduate assistants, and the instructors expressed a favorable opinion toward their use. One instructor expressed an un- favorable opinion, yet used graduate assistants. One other college used graduate assistants, yet the instructor gave a non-commital answer as to his personal opinion. Two of the instructors were in favor of the use of graduate assistants even though the colleges did not use assistants. Two of the instructors gave non-commital answers in schools where graduate assistants were not used. Only two instructors gave an unfavorable response to graduate assistants in colleges where they were not used; whereas, four instructors expressed favorable opinions in colleges where graduate as- sistants were used. Only one college used graduate assistants where the instructor gave an unfavorable opinion toward their use. Adequacy of students for normal speaking situations after graduation 67 Eight out of the ten instructors interviewed said that half or more of the students who pass their course would adjust adequately to normal speaking situations which they would encounter after gradu- ation. Only one instructor said that he was not sure. 'Most of the instructors went beyond this opinion to state that they would encourage further training to equip better the student. 4. Trends in society that will affect the beginning speech course This question evoked such a wide variety of answers that no consistent pattern developed. One should mention three items that were discussed most. Three of the instructors said that group discussion would continue to make inroads into the beginning course. Three instructors also said that the new discoveries in the area of mass communication would change some- what the curriculum of the beginning public speaking course. Three instructors expressed opinions which involve the idea of larger classes with the use of programmed instruction and television in the begin- ning course. The responsibility of the speaker, the informal approach to public speaking, and the technical approach were mentioned twice. The follow- ing items were mentioned only once: the communication process, semantics, and the thinking process. Question - What trends in society do the directors of the selected courses see that will affect their course in the near future? Will any of these 68 trends generally affect curriculum planning in the near future? We mention here the three items that were discussed with some pattern of frequency: 1. 3. Emphasis on group discussion seems to be on the increase. If this trend continues, it will most likely affect curriculum planning in the begin- F 1 ning course. It would appear that this would 7 be more likely in the course that covers a full 1*? Iii“: ‘~ year rather than just one semester or one term. The short courses are rather full now, with little time for other areas. The recent trend toward research in mass com- munications seems to be continuing and, according to several instructors, will probably affect the beginning speech course in the future. This trend will further be accelerated by the demands of society for training in the ability to com- municate by means of mass media and methods. This trend seems to be making it more necessary for even the non-speech student to have some train- ing in the area of mass communication. Perhaps this demand will bring some training in this area into the beginning course. Speech training seems to be gaining more importance in the college curriculum, which means that more departments are making the beginning course re- quired. If this trend continues, it will put more 69 demands on the speech departments for more and/or larger classes. Television is being used in one of the colleges surveyed as an experiment in mass lecture to make better use of teachers' time in small class instruction. Also, some instructors are evaluating the use of programmed instruction for teaching speech theory. It is yet to early to make any pre- dictions, but it is obvious that as all of these demands continue to press upon the begin- ning course, they all cannot be incorporated in- to the beginning public speaking course as pre- sently organized. Can one say that perhaps all but rhetorical principles and practice need to be weeded out of the beginning course, with only the advanced courses giving instruction in some of these other areas that have been discussed? Personal Evaluations As the author looks back on the past months spent on this study, several items come to mind. Since the beginning speech course is gaining in importance - seen in larger classes and more attention given to students taking the course by college and university administrators, - and since society is placing more emphasis upon the need for effective oral communication, there appears to be a need for periodic study of public speaking curricula, in order to maintain them at peak efficiency and effectiveness. Several of the directors interviewed expressed this desire and encouraged the present 70 study. The author can see further value in a standard questionnaire prepared by perhaps the Speech Association of America to be completed by the directors of the begin- ning courses. The answers to the questionnaire could be collected and evaluated, and the results used for future curriculum planning. With so many trends and demands being placed on the beginning course, it would seem that soon we shall have to restrict the beginning course to public speaking alone and require further courses to teach discussion, communie cations theory, and the other aspects of communication referred to by the interviewees in this study.1 'This practice is now followed by Michigan State University, among others. BIBLIOGRAPHY Books Brigance, William Norwood. S eech: Its Techni ues and Disci lines in a Free SocIety. New York: Ippelton- Century-Crofts, 196I., Dickens, Milton. S eech: Dynamic Communication. New York:: Harcourt-Brace, l9 . Rance, Kenneth G.,.and Ralph,.David C., and Wiksell,.Milton J. Princi les of S eakin . Belmont, Californiazz Wadsworth PublIshing Company, Inc., 1962. McBurney, James H., and Wrage,.Ernest J. Guide to Good Speech.. Englewood Cliffs, New Jersey::PrentIce- Hall,-Inc.,.l960- Oliver, Robert T., and Cortright, Rupert L. Effective Speech. 4th ed.. New York:eHolt-Rinehart-WInston, Inc., 9 . Reid, Loren. Speaking ngl, Columbia, Missouri: Artcraft Press,.?. Ross, Raymond Ross. Speech Communication. Englewood Cliffs, New Jersey::Prentice-Hall, Inc., I965. Soper, Paul L. Basic Public Speakin , New York: Oxford University Press, I949. Articles and Periodicals Dow,.Clyde W. "Abstracts of Thesis in the Field of Speech," Speech.Monqgraphs,.XXVIII (June 1961), pp. l30ff. Knower, Franklyn H. "An Index of Graduate Work in the Field of Speech,“ ‘Speech.MonographS,s Annually since 1935. Knower, Franklyn B. Table of Contents of the Quarterly- J0urnal of Speec , 9 5-19 0 S eec Mono ra hs, I234-1260, and the Speech Teacher, 1952- 2 0, with A_§ev sed Index Compiled through 12 . 71 72 Unpublished Materials Burdin, D. Gray. "The Speaking Situations which Butler University Undergraduate Students and Alumni Meet with the Greatest Frequency; A Qualitative Analysis of their Speaking Ability from the Point-of-View of Critical Judges; and an Analysis of Courses in Public Speaking Offered in Butler University between September, 1933 and January, 1950." Unpublished Ed. D. dissertation, Indiana University, 1954. Granell, Lee Edward. "A Study of Speech Education in the California Public Senior High Schools, 1962-1963." Unpublished Ph. D. dissertation, University of Southern California, 1965. Jones, Horace Rodman. "The Development and Present Status of Beginning Speech Courses in the Colleges and Univer- sities in the United States." Unpublished Ph. D. dissertation, Northwestern University, 1952. Knower, Franklyn H.. "A Preliminary Outline of a Course of Study in Fundamentals of Speech for Minnesota High Schools Proposed for the Consideration of Students . and Teachers of Speech." 1938. (Mimeographed) Mayfield, James L. "An Analysis of the Undergraduate Speech Programs of the 'Big Ten' 'Universities." Unpublished M. A. Thesis, Michigan State University,. 19 1. Ziemann, N. "A Study of the Communication Course in Sel- ected Colleges and Universities in the United States.” Unpublished Ph. D. dissertation, Northwestern Univer- sity,11960. Other Sources Adrian College. Telephone interview with Prof. Donald J. Veldt. August, 1965. . Course syllabus for Speech 201. Aquinas College. Personal interview with Sister Mary de Chantal, O.P. July, 1965. . Course syllabus for Speech lOl. Calvin College. Letter interview with Prof. Thomas J. Ozinga.. January, 1966. 73 (Other Sources continues) Eastern Michigan University. Personal interview with Prof. Thomas J. Murray. July, 1965. . Course syllabus for Speech 121. Hope College. Personal interview with Prof. William Schrier. July, 1965. . Course syllabus for Speech 11., Michigan State University. Telephone interview with Prof. David C. Ralph. .April, 1967. . Course syllabus for Speech lOl. Michigan Technical University. Letter interview with Prof. Joseph 5. Kirkish. July, 1965. . Course Syllabus for Humanities and Sciences 110. Speech Association of America. Questionnaire on the Persua- sion Course. University of Michigan. Personal interview with Prof. William Sattler. July, 1965. . Course syllabus for Speech 100. Wayne State University.. Personal interview with Prof. George V. Bohman. October, 1965. . Course syllabus for Speech 0200. Appendix 1‘ LIST OF COLLEGES IN MICHIGAN USED FOR THE PRELIMINARY LETTER OF SURVEY LETTER OF INQUIRY 74 75 Colleges in Michigan Used for the Preliminary Survey Letter State Universities Central Michigan University Mt. Pleasant, Michigan Detroit University Detroit, Michigan Eastern Michigan University Ypsilanti,,Michigan University of Michigan Ann Arbor, Michigan Michigan State University East Lansing,.Michigan Michigan Technical University Houghton,.Michigan Wayne State University Detroit, Michigan Western Michigan University Kalamazoo, Michigan ‘Four Year Church-related Colleges Adrian College Adrian, Michigan Albion College Albion, Michigan Andrews University Berrien Springs, Michigan Aquinas College Grand Rapids, Michigan Calvin College Grand Rapids, Michigan Hillsdale College Hillsdale, Michigan 76 List of ablleges (continued) Hepe College Holland, Michigan Madonna College Livonia, Michigan Mercy College Detroit, Michigan Olivet College Olivet, Michigan Two-Year Community Colleges Alpena Community College Alpena , Michigan Battle Creek Community College Battle Creek, Michigan Flint Community College Flint, Michigan Grand Rapids.Community College Grand Rapids, Michigan Lansing Community College Lansing, Michigan Muskegon 00mmunity College Muskegon, Michigan Northwestern Michigan College Traverse City, Michigan Port Huron Community College Port Huron, Michigan 77 102 Amelia Street Sparta , Michigan For my M.A..Thesis in Speech, I am conducting this summer a study of the basic public speaking courses at each of selected‘ colleges and universities in Michigan. This project will involve obtaining a syllabus of the basic public speaking course,.the completion of a brief gestionnaire, and a per- sonal interview. The data obtained from these will allow me to describe and analyze what is currently being done in the basic public speaking course in Michigan schools and possibly make some predictions as to future trends. I would appreciate your returning the enclosed post card along with a sample of the syllabus used in your beginning public speaking course as soon as you can conveniently do so if you wish to participate in this study. This will involve a summer interview. The questionnaire and the interview will not be long and involved. Dr. David 0. Ralph is directing this study, with Dr. Fred Alexander and Dr. Kenneth Hance on the committee. Sincerely, Irvin T. Lister Michigan State University ITL:pmr En-OO~"' 1 Appendix II SAMPLE QUESTIONNA IRE 78 79 QUESTIONNAIRE TO BE COMPLETED BY DIRECTORS OF THE BASIC COURSE 1. How often is this Public Speaking course offered? Each semester, trimester, or quarter . Once a year . Other . 2. How many sections are offered each time this course is taught? . Or it varies between sections and sections. 3. For what grade level is this course planned? Fresh. Soph. Junior Senior . 4. What is your total enrollment each time this course is offered? About men and _women. 5. Is this course required by Speech.Majors? Yes No . Speech Minors? Yes .No . Is this course requIred by_3ther departments than Speech? Yes ___.N0{___, If yes, which departments? 6. How many different Instructors teach the course each time it is offered? - Do you use Graduate Assistants? Yes No . 7. Do you discuss material from the text in class? Yes No . What is your primary method of testing materIal covered in the text? Speeches Quizzes Examinations (Mid-term and Final) Other . 8. Does the Instructor give a critique of speeches? Yes No . If yes, is it oral _written oral-written . 9. When are speeches orally evaluated? After all speeches After several speeches After each speech . Do you use student evaIfiETions of speeches? Yes‘___ No . If yes, are these evaluations oral _written ___ Both oral and written . Do you use a standard‘EFItique form for evaluations ? Yes No . 10. Do you use a mass lecture-small laboratory section in this course? Yes ___ No . If yes, do you use a live lecture _Video-tape Otfizr . 11. What methods of testing theory comprehension do you use? Objective Essay , Objective-essay .. Other Appendix III COURSE SYLLABI 8O ADRIAN COLLEGE SPEECH 201 PRINCIPLES AND PRACTICE IN SPEAKING Text: Reid, Loren- SPEAKING WELL PerLOd 1 e 2. 3. 7. 9. 10. COURSE SCHEDULE Introduce course, brief lecture with question session. Individual introductions. Assign chapters 1 and 11, also pages 223-228 of chap, 16. Discussion on basic information about speech- making, integrity, use of the body. Assign talk #1, a simple explanation and demonstration l to 2 minutes in length. Talks to be given on period 3. No notes allowed. Demonstration speeches with oral and written comment. Assign chap. 2. pp. 22-28 and chap, 1. Also assign readings on imagery rom Monroe. Lecture and discussion on illustration, instances, subject choice, narration. Assign talk #2: A single, well-developed illustration (factual), complete with imagery. Talks to be 2 minutes in length; to be given on period 5. (no notes) _ Talk #2 with oral and written comment. Assign remainder of chap. 2 and chap. 3. Lecture and discussion on sources of material, evidence, speech purpose. Assign information cards on a significant subject of student's choice." 5 cards required from 5 separate sources. To be turned in on period 7. Quiz. Review of illustration and instances Assignment of talk #3 to begin on period 9.Speechh to use central idea (1 point), illustration, 2 instances, and restatement; talk to be 3 minutes in length. Outline will be due on speaking date; Assigp chap. 4 Lecture and discussion on speech organization and‘ outlifiing. Discussion of outline problems for talk 3. Talk #3 with oral and written comment. First graded talk. Repeat 9. Assign chaps. l2 and 13, 11. 12. 13. 14. 15. 16. 17. 18. 19.- 20. 21. 22. 23. 24. 25. 26. 27. 28. ADRIAN - 2 Lecture and class discussion on vocal production,. improvement. Assign readings,,to begin on period 13. Readings must be no more than 3 minutes in length, and must represent good literature, either poetry or prose. Discussion of articulation and pronunciation problems in speaking. Readings, with written and oral comment. Repeat 13. Assign short talk described in assignment 3 in Reid, p. 71. A l-point speech with Central idea, Illustra- tion, Instances, Testimony or statistics, and restate- ment, 4 minutes in length. Outlines to be due on period 16, talks to begin on periodlB. Repeat 13: finish readings, collect outlines, Assign Chap: 140 Return outlines with discussion of same. Discussion on chap. 14; the use of language; Talk #4 with oral and written comment. Repeat 18. Repeat 18. Assign questions over material to date; Discussion: review of material to date. Assign gym. Mid-term Exam. Assign chaps, 8,2,1 . Lecture and discussion on audiencevadaptation, moti- vation. Assign chap, 6. Discussion on introduction, conclusion, exposition, use of visual aids. Assign Talk #5. Speech to inform (assignment 6, p. 127 in Reid) Outlines due on period 25, speeches to begin on period 27. Outlines due. Discussion of audience participation: listening and critique. Outlines returned, discussed, review of assignment. Talk #5. with oral and written comment, assign chaps, 1: and 16. Repeat 27 (class critique). Period 29. 30. 31. 32. 33. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. ADRIAN - 3 Discussion of logic, reasoning, emotion, ersuasion. Begin assignment of next talk. See period 30) Assignment of talk #6. See assignments 9 and 11. PP. 214, 232 in Reid. Speech may be any one of three types: to stimulate, to convince; or to actuate. Speech is to be 5-7 minutes in length, to begin on period 34. Outlines due on period 32. Repeat 27. Repeat 27, collect outlines. Outlines returned and discussed. Review speaking assignment. Assign chapg, 11 and 18. Talk #6 with class critique. Repeat 34. Repeat 34. Discussion of Parliamentary procedure. Assign session for period 40. Repeat 34. Assign final talk. This is to be a ten minute speech with the student assigning both purpose and subject. It is assumed he will choose from his own field of vocational preference. No outline required. Speeches to begin on period 41. Parliamentary session. Final speeches. Repeat 41. Repeat 41. Repeat 41. Repeat 41. Review of course material for final exam. Last oral exercises. AQUINAB COLLEGE SPEECH 101 Sister Mary dc Chantal, O.P. A STATEMENT OF PURPOSE Man alone has the unique power and privilege of ex- pressing himself through speech. As always, this privi- lege of communication through language carries with it a heavy responsibility. Every individual -- in accordance: with his abilities and his training-- should strive to communicate the truth of himself and his ideas to his: fellow men with open sincerity, with as much clarity as: possible, and with whatever eloquence is possible to him by nature and through conscious effort (training) and* practice. As Pope Paul stated in his Encyclical--in a world 'where those who do not have the truth speak so eloquently ( and therefore so convincingly) it is the dut of God's people to beg the Lord for "the great and upl ting gift of speech,“ that through the power of speech they may. lead the world to truth. Furthermore, since man can fulfill himself only in his relatedness with others, which is shown principally in his communication with his fellow men through speech, it is important that every man-- and certainly every educated man-- learn the discipline of clear, direct, honest com- munication with other men, be it in public or in private. The agony of learning to put our thought into simple, expressive language which.has the virtue of being accept- able to others while at the same time being a true and honest expression of ourselves and our ideas, is far out- weighed by the inestimable good that can come out of our sincere efforts.. Lastly, since public speaking has the same virtues as speech in private, it is our aim in this speech class to make the best qualities of conversation the norm for our acquired skills in public speaking. As a man reveals his- self in his conversation, so too does he reveal himself In speaking before an audience. For speech--anywhere and under any circumstances--is an integral part of character and largely determines personality. SPEECH IS THE WHOLE MAN. The development of this unique gift of man is, there- fore, of primary importance to an educated person--to any- one who desires to develop himself fully as a person. AQUINAS - 2 BIBLIOGRAPHY Text: Basic Public 8 eakin , Paul L. Soper Suggested Reading: Vital Speeches Magazine T me or ewsweek Magazine Harper's Hagazine Egg Atlandc MOchl Saturday Review, t e Yale Review 5.3. News &‘W0rld Re ort THe NatIon, and Fortune (Choose 3 from this list, and follow through with them during the semester.) On reserve:: Stage Fright and What To Do About It, is ns - rr Rear; Hear: An Informal Guide to Public S:eakin ngectIve S eakin , Dale Carnegie 1. Introductory lecture: Basic Principles of Speech A. Speech is the whole man B. Man is a "person”. C. Necessity of man's communicating with others, relating himself to others, in order to fulfill himself as a person. D. Man's relatedness shown principally in his com- munication with others through speech. E. Such effective speaking requires skill--and pre- supposes always an honesty, a sincerity, and an integrity within the speaker himself. F. Speaking carries with it serious responsibility. Assign. Prepare a 2 min. introductory talk, Chapter 1 read. 2. Brief discussion on Chapter 1 of text. Introductory talk by students, 2 min. each. Assign. Read Chapter 2 in text. (Brief discussion on this) Prepare a 3 min. Expository or Descriptive talk. 3. Discussion on Chapter 2, "Beginning Speeches:" develop- ing, rehearsing, and presenting the speech. Developing self-confidence. Types of preparation and delivery. Assign. Expository or Descriptive talk due next meeting. 4. Expository or Descriptive talks. *SEE assign. below #5.) 5. 7. 9. 10. AQUINAS - 3 Expository or Descriptive Talks. Assign. Narrative talks, 4 min. See suggestions? in teXt P. 230 Read Chapter 3, Selecting Speech subjects and Aims. Expository or Descriptive Talks, finish. Agaignc Read Chapters 4 and 5: Finding and Record- ing Materials, Outlining the Speech. Discussion on Chapters 3,4, and 5-- next class period. Narrative talks due --week from today. Discussion on Chapters 3, 4, and 5 in text. Assign. Due 2 weeks from today: After reading through some of the speeches from any issue of the Vital S eeches Magazine, choose one and, after studyIng It, write a brief ap raisal, noting: (a) the Specific pur 030; (b the main divisions of thought; and fo) whether the specific purpose is properly supported by the main points and each main point is pr0per1y supported by sub-points; Remember that the structural elements of a speech, as of a buIldIng, may 5e somewhat concealed. Therefore, be sure to analyse the speech for its structural development as well as for its content.) Narrative Talks due next class period. Narrative talks, 4 min. Assign. Study carefully Chapter 6, "Supporting Materialsg” Learn well the "verbal supports” discussed between pp. 84-108; we will refer to these again when studying Chapter 10 on "Planning the Informative Speec . At the present, however, we will stress the use of visual aids discussed on pp. 108- 113. THerefore - - Pre re a 5 minute demonstration, using some arm or some kind of visual aid as suggested in your text. Due: when the narrative talks are completed. See below. Narrative talks, con't. Narrative talks. ll. 12. 13. 14. 15. 16. 17. AQUINAS - 4 Assign. VITAL SPEECHES analysis due next class period. Read chapter 7 on "Physical Behavior“; Be re red for a discussion on both pter 6 and Chapter 7, next class period. Narrative talks, concluded. VITAL SPEECHES analyses due today. Discussion on Chapters 6 and 7: Incorporate these techniques in giving your demonstrations. Assign. Demonstrations due next class period. .EEEQI chapter 8 on "Voice". Practice exercises at the end of each section: . Imprgging breathing e tone projection, p. 1 : 2.) Imprzved control of time element,. P. 1 2; A 3. Improvement of pitch, p. 150; 4. Improving tone quality. P. 155. Learn to read well one of the selections in AppendIE'III: p. 314.. As you rehearse your presentation, refer to the Criticism Form for Voice, Pronunciation, and Articulation at the end of Ch. IX, p. 176. Reading due as soon as we have taken the exercises on "Voice," see below. Demonstration speeches. Demonstration speeches. Demonstration speeches. *Assign: Be pre red for exercises, ch. . next class. Demonstration speeches, concluded. Voice work: exercises which you practiced from Chapter 8: Volume, tone production, time, pitch, tone quality. Assign: Read Chapter 9, Pronunciation & Articulation. PEEEtice exercises on p. 170 for class work. Voice Work, con't. Articulation: individual drill, exercises p. 170 Assign; Readings due next class period: selections from Appendix III, p. 314 ff. 18. 19. 20. 21. 22. 23. AQUINAS - S Assign can't:- Study carefull Chapter 10, "Planning the Informat ve Speech." Important chapter, the basis for good speech structure. Will discuss in class. Readings. Assign. Study an infarmative speech in an issue of the Vital Speeches magazine or in one of the speecfi’anthSIEgies listed on P. 359 in our text. Analyze it and write a brief report on: 1.) the introductory steps used and the introductory methods used to arouse interest; 2.) the type of speech plan used in the body; and 3.) the type of conclusion used. ‘223: a week from today. Readings Assign. Prepare a 6 min. speech "to inform”. As you re earse your speech, refer to the Speech Criticism Form, p. 207. HAND IN AN OUTLINE FOR YOUR SPEECH. Due: a week from today, the period after our discussion on Chapter 10. Outline and speech due the same day. Readings, concluded. Any extra drill work on pronunciation and articulation, pitch or volume difficulties, pacing, rhythm, thopght- ful reading --t0uch on basic principles of goo reading. Assign. Discussion on Chapter 10 next class period. Vital Speeches analyses due next period also. Discussion on Chapter 10, "Planning the Informative Speech”. Analyses due today. Assign. Informative speeches (6 min.) due next class. Informative speeches. Assign. Stud Chapter 11, "Motivating the Audience in Persuasive Speech,” p. 209. Informative speeches. Assign. Study Chapter 12, ”Planning the Persuasive Speech," p. 243. AQUINAS - 6 Assign con't: 24. 25. 26. 27. 28. 29. 30. Analyze: the speech ”The Gold in the Clay Jars” in Appendix IV, p. 344. In this analysis, include the following points: 1. What kind of speech plan is used? 2. Why is the statement of the specific purpose _ delayed until midway in the speech? 3. What are the main divisions of the argument? 4. What are instances and kinds of reasoning and evidence used? Due a week from today. Informative speeches. Assign. Prepare a 6 min. speech to convince. As you re earse the speech, refer to the Speech Criticism Form, p. 263. Outline this speech, as studied in Chapter 12. Indicate concisely, in the left margin of the outline, each type of reasoning you use. Hand in outline the day you speak. [223: a week from today. Informative Speech, concluded. Assign. Analyses on "Gold in the Clay Jar” due next period. Discussion on Chapters 11 and 12 due next period. Discussion on Chapters 11 and 12: "Motivating the .Audience~in Persuasive Speech", and "Planning the Persuasive Speech”. HAND IN ANALYSES or "GOLD IN THE CLAY JAR”. Assign. Speeches to convince, 6 min. due next class~ period. Speeches to Convince, 6 min. Assign. Read Chapter 13 on ”Language".. Speeches to Convince. Speeches t0 Convince. Speeches to Convince. There will be a written final examination covering the material we studied in our text, the principles discussed in our class work, as well as those gleaned from the required outside reading. BAPTIST BIBLE COLLEGE Speech 103 Syllabus Fall - 1964 OBJECTIVES 1. To acquire a sound understanding of methods that promote good speech. 2. To develop skills in everyday speaking situations- and public:address. 3. To prepare for effective Christian service. TEXT AND COLLATERAL READINQ Text - McBurney and Wrage, Guide to Good Speech. Each unit will be accompanied by assignments in other books on Reserve in the Library. Notes will be taken on. these and entered in your Notebook. From time to time, speeches will be assigned to be read in Vital Speeches, which will be on Reserve in the Libmryc Several books will be assigned for reading and a book report due when your notebooks are.turned in at the end of the semester. You will choose one book. LECTURES At various times during the semester Special Lectures will be announced that will supplement material found in the text. These will be held at times that all sections can meet together and attendance will be required. These lectures will take the place of regular scheduled classes. Notes from these will be entered in your Notebooks. W All students are required to keep a Speech Notebook in which you will place all of your outlines, critiques, reading and class notes. They will also contain a detailed record of all of your research for each speech. These will be handed in with each speaking assignment and at such times as called for by the Instructor. OUTLINES With evepy speaking assignment, each student is 303000 - 2 required to hand in before speaking a detailed outline of the speech. This is to follow the form given in McBurney-Wrage pages 91-94. Failure to turn in a typed outline in the proper form will result in no grade for the speech until corrected. ATTENDANCE A student is required to attend all classes, being allowed 3 "cuts" during the semester. Absences should ber made up within two weeks or the grade becomes zero for the work. The Instructor will use his own discression as: to make up policies. If you are to be absent on a sche- duled speaking day, it is our responsibility to provide a substitute or receive a zero or the speech. GRADING‘ Each student will prepare and deliver 6 speeches during the semester. The grade from these and a grade based on listening critiques assigned during the semester will con- prise half of your semester grade. The other half of the grade will be made up of the Notebook,.mid-term, and a final grade based on a final theory exam. There will be several unannounced quizzes covering material assigned in the text. The mid-term will be a take-home exam to be announced later. Your final grade in Speech 103 is not necessarily the mathematical average of all of your work. Each student is judged by the Instructor as to potential, progress, and speaking ability.. SEMESTER SCHEDULE Unit One Text - Chapters 1-3 Speaking assignments #1: 2-4 minutes 1. p. 8 2. p. 9 3. p. 18 1 4. p. 19 50- P0 32 #1 6. p. 33 #6 BOBOOO - 3 Unit unit Two Text - Chapters 4-6 Speaking assignments #2: 3-5 minutes 1. p. 42 #1 20 P- 43 #5 3. p. 57 #3 4. p. 57 #4 5. p. 73 #3 6. p. 74 #4 70 pc 75 #5 Critique Assign: p. 58 #5 Three Unit Text -’Chapters 7-9 Speaking Assignments #3:- 4-6 minutes 1. p. 95 #2 2. p. 108 #5 3. p. 124 #4 4. p. 124 #5 Critique Assignment p. 95 #1 Four Text - Chapters 10-12 Speaking Assi ents #4: 5-7 minutes' 1. p. 139 l 2. p. 140 #4 3. p. 141 #5 4. p. 157 #1 5. p. 157 #3 e 4 6. p. 157 #5 7. p. 176 #2 Unit Five Text - Chapters 13-14 Speaking Assi ments #5: 6-8 minutes 1. p. 211 $2 2. p. 211 #3 2. p. 211 $4 . P. 211 5 5. p. 211 #6 Unit Six Text - Chapters 15-18 Speaking Assignments #6: 10-12 minutes 1. p. 226 #2 2. P. 239 #3 3. p. 239 #4 4. p. 256 #2 5. p. 256 #3 6. p. 279 #3 3.3.0:. -4 Murray EASTERN MICHIGAN UNIVERSITY FUNDAMENTALS OF SPEECH - General Aims 121. Summer Session, 1965 1. To stimulate~the formation of wholesome and desirable attitudes toward public speaking. 2. To equip the student with the basic principles of s each, including: 1) the mechanics of delivery, 2 physiology of voice. the speech composition. 3) vocabulary building and pronunciation, 4) speech psychology, 5) the 3. To provide a laboratory for: 1) the improvement of the student's speech habits, 2) the acquisition of skill in public speaking. 3) the scrutinizing of original ideas and logical thought, 4) the strengthening of the student's self-confidence and the development of his personality. 4. To develop greater skill in the evaluation of speakers and speeches. General Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Plan - Lectures 1. 2 3: Speech 1. Speech 2. spBOCh 30 Speech 4. Speech 5. Classroom Seatin : I‘_‘% An Introduction to the Course Personal Adjustment Voice Improvement Bodily Action Analysis of the Speaking Situation Supporting Materials Thought Content Structuring the Speech The Language Any topic: Any topic: Any topic: Any topic: Any topic: Procedures Q-QOHJ'I'P’ of Speech Speeches minutes minutes minutes minutes minutes Students, if possible, sit in alternate seats and save he front row vacant. Permanent seats are assigned. The seating can be temporarily changed from time to time EQMCU. - 2 during the semester to provide Speakers with some audience variety. Conferences: Conferences are to be scheduled during the sessIon for each student in order to allow for informal exchange of questions and advice. In addition, regular gffice hours are to be announced and posted on the office oor. Text: The textbook is a very important learning aid in tEIs class. Textbook materials provide the background for speaking assignments, criticisms, and class discussions. Some time each week is reserved for discussion of the text, quizzes on the text, and questions which the text may stimulate. The textbook, along with material covered in class, is the basis for the midsession and final examinations. Current Events: The use of current events, reports, and scussion to improve the content of speeches and to promote critical listening. There is no obligation to accept any point-of-view. Rather, the purpose is to stimulate the student' 3 thinking on subjects which might well be the basis for class speeches. Some possible activities: a. One-minute talks on current happenings.- b. Instructor or student leadership of general discussion of current problems. 0. Student panels on specific events. d. A quiz based on a current issue. e.‘ Brief explanations of current event quotations or current event pictures. 8 each Notebooks: A speech notebook is kept by students~ Bo record ideas for speeches, notations regarding class- mates' speeches, the instructor's and students' critiques of their speeches, reports on outside speeches, lecture notes, and special exercises. This notebook is checked by the instructor at the end of the session. Blue-Book Criticisms: These blue-book criticisms can be-a vaIuaBIe experIence or mere busy work depending on the time and care given. The writing should develop the ability to recognize and use standards of cirticism. The reading should help the student to understand how his speaking affects other people. The student will observe these instructions: a. Obtain a small blue-book and separate the pages from the cover. b. Use both sides of one page to evaluate each speaker, putting the Speaker's name at the top of the page. Don't sign your own name. EQMQU. - 3 c. Divide your comments on each speaker into five divisions: 1) thinking, 2) subject matter, 3) language, 4) delivery, and 5) personality. d. Use ink or type. The speaker can be addressed directly, ”you", or indirectly, "he". Base comments on all previous speeches. e. IMPORTANT: Do not take notes on a speaker while he is speaking. Jot down comments between speeches or after class. f. After writing all criticisms, place them inside the blue-book cover. Sign your name on cover ONLY. g. Hand in blue-books to instructor, who will check them and distribute the pages to the various speakers. Speech Outlines: A speech outline is required for every speec . s outline, in ink or typed, is handed to the instructor or placed on his desk before class begins. The instructor records his comments on the outline and returns it to the student who files it in his speech notebook. Make-up Speeches: Because of a tight schedule, it is not lIkely that missed speeches can be made up. If the student can adhere to the schedule he should secure a class member to exchange places with him. This applies not only to major speeches, but to introductions, critiques, or current events assignments. Attendance: Attendance in a speech class is especially essentIaI. Active participation as a speaker, a listener or a discussant is the responsibility of each student at every class period. Attendance is considered in final grades. Schedule of Classes First Week Period #1 Lecture 1: An Introduction to the Course Reading: Textbook, Chapter 1, "Approaching the Study of Speech" Period #2 Lecture 2: Personal Adjustment Reading: Textbook, Chapter 2, "Gaining Confi- dence and Poise" Chapter 4, "Preparing the First Speeches” Chapter 18, ”The Speakers' Personality" Assignment of Speech #1 E.M.U. - 4 Second Week Period #1 Speech 1: Any topic: 4 minutes Period #2 Speech 1: Any topic: 4 minutes Period #3 Speech 1: Any topic: 4 minutes Period #4 Lecture 3: Voice Improvement Reading: Textbook, Chapter 10, "Vocal Communica- tion Assignment of Speech #2 Period #5 Lecture 4: Bodily Action Reading: Textbook, Chapter 9, ”Visual Communica- t on Third Week Period #1 Independence Day Recess Period #2 Speech 2: Any topic: 5 minutes Period #3 Speech 2: Any topic: 5 minutes Period #4 Speech 2: Any topic: 5 minutes Period #5 Lecture 5: Analysis of the Speaking Situation Reading: Textbook, Chapter 5, ”Speech Purposes“ ‘ Chapter 12, "Audience Analysis" Assignment of Speech #3 pom-tn Week Period #1 Speech 3: Any topic: 6 minutes Period #2 Speech 3: Any topic: 6 minutes Period #3 Speech 3: Any topic: 6 minutes E.M.U. - 5 Period #4 Lecture 6: Supporting Materials Reading: Chapter 6, Speech.Materials," Chapter 13, "Gaining Audience Attention" Chapter 14, "Gaining Audience Under- standing" Period #5 Lecture 7: Thought Content Reading: Textbook Chapter 16, "Building Audience Attitudes” Chapter 17, "Releasing Audience Attitudes" Assignment of Speech #4 Fifth Week Period #1 Speech 4: Any topic: 7 minutes Period #2 Speech 4: Any topic: 7 minutes Period #3 Speech 4: Any topic: 7 minutes Period #4 Lecture 8: Structuring the Speech Reading: Chapter 7, "Speech Outlining" Chapter 8, "Conclusions, Introductions, and Transitions" Period #5 Lecture 9: The Language of Speech Reading: Chapter 11, 'Verbal Communication" Assignment of Speech 5 Sixth Week Period #1 Speech 5: FINAL: 7 minutes Period #2 Speech 5: FINAL: 7 minutes Period #3 Speech 5: FINAL: 7 minutes Period #4 Speech 5: FINAL: 7 minutes Period #5 Review for Final Examinations HOPE COLLEGE Holland, Michigan ' SPEECH 11 I. AIMS: (1) to increase whatever degree of confidence with JWHich any student begins the course; (2) pp develop contact, a sense of communication. II. TEXTBOOK - Public Speaking for College Students, Lionel Crocker, American Book 00., 19 . OMIT Chapters 7 through 11, 19 through 22. III. SUPPLEMENTARY READINGS AND OTHER ASSIGNMENTS. A. B. C. All students who aspire to A and B grades are expected to do some outside reading in the fields of their special needs or interests, in other textbooks such as Williamson's Speaking in Public or Oliver's gpaining for Effective Speech, or in reputable speech ma azines sucH as the Quarterly Journal of S each. A sample of reading 1 st for - aEtached). The reports upon these readings are to follow good form for a bibliography; the notes are to be such only as to length as the person would want to retain for future use. In Speech Assignment #4, each student is required to submit bibliographies only, of readings done for every one of the subjects discussed in class. The following written assignments are called for during the semester, and are‘fIIEd in each student's individual yellow manila folder. 1. A personal letter, following the style suggested on P. 5 of Ewbank 3 Platform and Laboratopy ' Projects for S each I. 2. ta ated LIst 0? Differences between Speech and Writing, as also a List of Pros and Cons of Extemporaneous Speaking,(as compared to Memorized Speaking). 3. In an early speech assignment, each student is to make written suggestions for classmates on "How This Morning's Speeches Could be Improved." (These are first recorded by the instructor, and then submitted to a committee of the class for clipping with scissors, and thus all comments upon each person reach the individual concerned) ‘ 4. All speeches beyond Speech Assignment #1 are to be accompanied by an outline, due and submitted the day the speech is delivered. (No specific IV. 5. HOPE - 2 kind of outline is required, except that in the case of Speech Assignment #3. the Logical Order type of outline as on PD. 229-230 of text is required). Usually, at least one forensic event of the college; (debate or oratorical contest) is reported on in writing. SPEECH ASSIGNMENTS A. B. MINOR - (3) Opening day students (1) introduce themselves; about the middle of semester students (2) engage in a l-minute each round of impromptu speeches; each student (3) reads orally from assign- ed selections from APPENDIX I of text. MAJOR - (6) 2. 3. 5. Speech Assignment #1. A speech on anything. 3 minutes 0 Speech Assignment #2. A speech on "The Best Speaker I Ever Heard and Why He Was That." 4 minutes. (See p. 15 of Ewbank's Platform Projects. Speec ssignment #3. A Speech whose aim is conviction. 4 minutes. Recommended to be either upon a timely campus topic (dancing, improved chapel service, dormitory rules revision) or upon a timely national or international problem. Speech Assignment #4. 3-4 minutes. Participa- tion in a group in discussion of a timely cur- rent event subject, preceded by a short talk on some aspect thereof. (Subjects for '45- '46: (1) Our Relations with Russia; (2) The Ne r0 Problem (3) Compulsory Military Training; (4 The Implications of the Atomic Bomb). Speech.Assignment #5. 3-4 minutes. Choice of: (l) a 8 each to entertain the class by any method Fepeech, impersonation, monologue), or 2) a travelogue (inserted in course in spring 46 on account many ex-GI's in class), or (3) another conviction speech. Speech.Assignment #6. 6 minutes. The final oral exam expository speech, both orally de- livered and also written out and annotated for the Factors of Attention. (See Three Centuries of 8 each Teachin Ex erience. "I FInaI Exam- Iiation for the Colle e Course in Speech Fund- amentals”, P. 16, pbu d by Michigan Assn. of Speech, in 1942. HOPE - 3 V. TALKS BY THE INSTRUCTOR A. Aims, Attitudes, and Approach, and orientation talk. B. The Advantages of Extemporaneous Speaking. 0. Common Mistakes in the First Set of Talks. D. Some Good Qualities 6f Speaking. E. Sources of Topics for Speeches. F.r The Importance of a Study of Current Events. 6.. Action and Gesture. H.. Nervousness,.Stage-Fright, Fear, and Confidence. I. The Factors of Attention. An effort is made by the instructor to see each individual student in private conference at least two times~ during the semester. These interviews vary in length from 5 to 50 minutes, depending upon the needs of the individual student. MICHIGAN STATE UNIVERSITY SPEECH 101 INSTRUCTIONS AND INFORMATION This Syllabus for Public Speaking 101 has been prepared for you in order that you may learn at the outset what you need to know about the operation of the course. Please read it carefull and immediatel . IT IS ASSUMED THA 0 ENE BNDERSTAND THE MATERIAL IN THIS SYLLABUS. 1.. Th Distinction Between Your Recitation Instructor and the Speech IOI Eecturer: e ecturer and course chairman for Speech 101 is Dr. David Ralph. TEe name of your particular‘pggitation instructor will depend upon the meeting time of your reEItation section. Occasionally during the term you will be asked to name your Speech 101 instructor (at examination time for example). Your response should be the name of your pggitation instructor. At the first meeting of your recitation section, please obtain the name, address, extension number, and office hours- of your recitation instructor. 2t The General Goal of Public Speaking 101: To assist students, through knowledge of and experience in the principles and methods of speaking, to operate more effectively as agents of change in speaking situations. 3. 52261116 Goals of Public Speaking 101: a. To help you understand and make effective use of the materials of speaking - - materials of development, personal proof, and materials of experience. b. To help you learn and put into practice the principles of good speaking - - discovering or limiting the topic; adapting to the audience; organizing and out- lining the speech; developing and using language for speaking; pzacticing and presenting the speech. c. To help you feel more secure in the speaking situation by assisting you in a personal adjustment to your rple as a speaker. d. To help you understand and accept the responsibility of the speaker to society. e. To help you understand the role of speaking in our society. _ f. To help you develop the ability to analyze, criticize, and pass Judgment on the speaking of others. 4w Teaching Methods of Public Speaking lg; a. Study of the principles of speaking through careful reading of the text. 5. Mo S.U.-2 B. Presentation of additional information through lectures. c. Preparation of written assignments to aid you in increasing your ability to select and adapt topics, discover and interpret evidence, use reasoning, organize and outline speeches, adapt to your audi- ence and speaking occasion, and employ effective language. d. Investigation of specific subjects of value and interest to you and your classmates for develop- ment into worthwhile speeches. e. Preparation and delivery of various types of speeches in which you demonstrate your grasp of the principles of speaking. f. Criticism and evaluation of your speeches by section instructors and your classmates. 8. Experience in evaluating and criticising the speaking of others. h. Examinations on principles of speaking. Organization ofgthe Course: Each student is required to enroll in and attend one of two lecture section meetings held at 10:00 a.m. and 2:00 p.m. on each Monday of the term. Each student is also required to enroll in and attend a recitation section. The recitation sections are scheduled so as not to conflict with an available lecture period. All recitation sections follow either a Monday-Wednes- day-Friday or a Tuesday-Thursday meeting pattern. Attendance: The official University policy with respect to absences is that "the student is expected to attend all class periods." This policy is strictly enforced by the staff of Speech 101. Any absence, no matter what the cause, will, of course, work against you. If you are absent from your recitation section for an acceptable reason you ma be allowed to make up work you have missed. The ecision as to what constitutes an "accept- able reason" for an absence is left to the Judgment of your recitation instructor. There are no excused ab- sences in S each 101: there are only acceptable reasons for aIIowIng you to make up work you have missed. With respect to absences because of illness the policy is rigid. Illness will constitute an acceptable reason for allowing you to make up work you have missed onl if you present to your recitation instructor a wr t en note from the Student Health Center. If you are absent and do not have an acceptable reason, you will receive an ”I“ grade for all work missed. It is obviously im- possible to make up work missed at the lecture sessions. 7. 9. 10. 14080110-} Questions with respect to attendance in both lecture and recitat on s oul e recte to your rec a on IEstructor, Work Schedule: All assignments - - reading, oral, written - - are listed under the appropriate topic. In order to keep up with the work of the course, it will be necessary for you to study these assignments in advance of the time when the topic is under consideration. You will want to read ahead in your textbook and work ahead on oral and written assignments. Textbook: The textbook for Speech 101, is PRINCIPLES OF SPEAKING, by Kenneth G. Hance, David C. Ralph, and Milton J. Wiksell, published in 1962 by Wadsworth. You are re- quested to purchase a copy of the text. The textbook provides the major statements of theory in the course and is to be thoroughly mastered. Lectures: While the textbook presents the basic theory of Speech 101, the lecturer will present material which is both supplementary and complementary to that suggested by Hance, Ralph, and Wiksell. The lecturer will often present a different approach to many of the problems of public speaking. As a student of Speech 101 you are~ held responsible for the materials presented by the textbook and by your lecturer. Because of the large lecture enrollments, Speech 191 lectures are presented via closed-circuit television in smaller viewing rooms. M: a. Philoso - This course is based upon the philoso- pfiy tEEt public speaking includes not only stand up" speaking with a formal audience but remarks in reply to speeches of others, committee reports, short statements, and all the many informal public speaking situations that daily confront us. Some opportunity will be given to you, therefore, to speak informally as well as formally in the class- room. Every student should take the utmost advantage of all the opportunities to speak which Speech 101 Will Offer 0 b. Choice of Subjects: At times your syllabus will t your c o ce of subjects for a speech; at other times the choice will by yours. In every case you should treat your subject so that it is worthy of your audience's attention. A simple re-hash of a 0. d. f. M. S. U. - 4 single magazine article is not acceptable, nor is an o speec rom_your g so 00 age. Mode of Deliver; - Most of the speaking situations in w c you w l ind yourself throughout your life, when you have been given some time to prepare, will demand an extem oraneous mode of delivery. Occasionally you wilI want to read from a manuscript, and at some point in your career you may even memorize a speech or two. Occasions which do not permit preparation will force you to speak impromptu. But you will use the extem- poraneous mode most of the time,(often) and evepy speech assi nment in this s llabus carries with it e re- quIrement that you s eak extemporaneously. (We use the term "extemporaneous' to mean that you will select or limit your topic, do research to equip yourself with the necessary knowledge, carefully outline and organize your thoughts, memorize"...the pattern of thought,” but select the wording of the ideas at the moment you face your audience.) The above statement should constitute a sufficient warning to those students who feel they must read or memorize their speeches. At no time will the require- ments outlined in this sillabus be sa 3 e z e t e; of t see two mo esggr e ivegz‘ Evaluation - One of the most important teaching devices In any public speaking course is the experience of listening to the speeches of others, evaluating them, hearing the instructor's evaluation, and then profiting from what you have learned. This is one of the major reasons for the rigid requirement of attendance in Speech 101. Your own speeches, too, will be evaluated, orally and in writing, by your recitation instructor. This is your opportunity to receive expert advice concerning your speaking at a relatively small cost. Learn every- thing you can from your instructor. He is the key figure in this course. Time Limits - You will note that each speech assignment carrIes wIth it an extablished time limit. Although these limits may be increased or decreased by your in- structor, depending upon the enrollment in your parti- cular recitation section, when they are definitely set they must be regidly adhered to. Speaking over-time steals time from another student; speaking under-time cheats yourself. Your Res onsibilit as a Speaker - In the time schedule portIon of tEIs syIIabus you wfIl find a blank space in which you should indicate the dates on which you will 11. 12. 13. MOSIUO-S speak. As soon as your recitation instructor has set up his schedule of speaking for the term, write your speaking dates in the appropriate blanks for all six of your speaking appearances. To expedite scheduling, your instructor will assign a recitation number to you which will be yours throughout the term. He will indicate those students who are to speak on a given day by number. You andyou along are responsible for seeing to it that you are properly_assigned andgpp Eein resent and re red to speak at the pro er time. For cIasses with maximum or near-maximum enroIlments no time is available for make-up speeches. Unless you can satisfy your instructor with an ”acceptable" reason for allowing you to make up work missed, your grade for that work will be 0. If your reason is "accept- able", you will simply miss the speech and no grade will be recorded. (Note that this applies only in those cases where it is impossible to make up work missed.) If the instructor and the class members per- mit, a special make -up period may be arranged for those who have missed a speech date for reasons which are "acceptable" to the instructor. Generally speaking, only the hospital-confined illness of yourself or a close relative will constitute an "acceptable" reason for allowing you to make up work missed. Written Assignmenpg: Written assignments are an integral part of the course. They should be the best work of which you are capable and must be submitted when due. Late papers will be penalized and may be refused by your instructor. Additional Assignments: Additional assignments, reading, oral, or written, may be made at the discretion of your instructor. Examinations: There will be two major examinations in Speech 101: a mid-term and a final examination. The mid-term exam- ination is scheduled for the fifth lecture period of the term and will be taken at your partIcular ecture meeting place. The schedule of the final examination may be found in the TIME SCHEDULE FOR CLASSES. You will take the Speech 101 final examination according to the meeting time and place of_zour lecture. In addition to the midéterm and final examinations, you may be given unscheduled quizzes. These quizzes will be given during lecture periods. The mid-term examination will cover text and lecture 14. 15. 16. MQSQU.-6 assignments through topic III. The final examination covers the entire course,.with emphasis on topics IV- through VI 0 Notebooks: You are requested to maintain a standard sized note- book in which you are to keep the following material: a. This "Syllabus" with notes as to the dates on which you are to speak. b. Lecture notes. These notes will be more useful to you if you take them in outline form and then type them. c. Any notes you take while reading the textbook or other material. d. Speech outlines which have been graded and returned to you. s. Your instructor's evaluations of your speaking. f. Your evaluations of your own and your classmates' speaking. 8. Your classmates' evaluations of your speaking. h. Your written assignments which have been graded and returned to you. Yoga instructor may ask you to hand in your noteonk at any time during the termI Conferences: Your instructor is available by appointment to aid in the solution of any problems which may arise. In addition, most instructors are available for a few minutes before and after the class hour. If you have difficulties, your instructor is available and willing. Qpades: Speeches, including outlines and other written require- ments associated with the preparation and delivery of speeches, will count approximately sixty percent of your total grade. Examinations, other writter assign- ments, attendance, and your general classroom attitude will count approximately forty percent. You must achieve a passing grade in both the speech work and, examinations in order to pass the course. Your reci- tatibn instructor may penalize you for failure to sub- mit any required work. You will note that as the term progresses you will re- ceive number-scores rather than letter-grades for the completion of your assignments. This scoring system makes it difficult for your recitation instructor to give you a specific letter grade at any given moment. Your final grade in Speech 101 will be determined on MOSOUO-7 the basis of the cumulative number of points you receive for all assignments and examinations, and will not be determined until all information is available (this means until after your instructor has received your score on the final examination). At no time in the course should our recitation instructor be asked to commit himseIf to a etter grade based on incomplete information. Students are warned not to make the transposition of'number-score to letter-grade themselves since such action would be little better than a guess and could lead to much dis- appointment. 17. S eech Proficienc Evaluation for Students Desirin a Secondary SchoI Teaching er ca e. Each student seeking certification for teaching in a secondary school will be required to present evidence of his speech proficiency. "Proficiency may be defined as 1) creative and coherent development of thought (analysis, selection, and organization of speech materials); 2) oral language skills (pronunciation, grammar, style, physical activity, vocal intelligibility and variability, self- assurance); and 3) general effectiveness. General Procedures for Speech Certification 1. 2. 3. 5. With the adviser‘s assistance the student will select and enroll in a speech course (usually Speech 101, 108 or 401 or when appropriate, 116, 243, 260, 305 or 309) At the beginning of the term, the course instructor will try to identify those students who desire speech certi- fication. If the student does not notify the instructor within two weeks after the beginning of the quarter, certification cannot be granted in the course. Before the final examination period, the instructor will submit a rating card for each candidate to the All-Univer- sity Speech Evaluation Committee showing whether or not the student has demonstrated speech proficiency. If certification is recommended, the student becomes eligible to student teach. If the recommendation is that certification be withheld, the Secretary of the All-University Speech Evaluation Committee will propose procedures to make up the defie ciency. This recommendation may include additional course work or consultation with the University Speech and Hearing Clinic. The Speech Evaluation rating will not be related necess- arily to the student's grade in the course. It is possible for a student to receive a high grade in the MOSCUO-8 course and not be certified. Conversely, it is possible for a student to receive a low grade in the course and be certified. 7. A report of each case will be made by the All-University Speech Evaluation Committee to the College of Education, with copies to the student and his adviser. Advisers are asked to urge the student to follow_the recommend— ation of the committee at the earliest possible moment. 8. The student should fulfill the requirement as early as possible in his academic career. The requirement must be fulfilled prior to his student teaching. Transfer students and students seeking secondary certifi- cation after graduation will be held to this requirement. The following course outline is divided into six topics, each topic representing a major content area in public speaking. The text chapters indicated should be read in advance of preparing the oral assignments. 18. ‘§chedule of Lecture topics 1. "Materials of Development” 2. "Arresting and Holding the Audience's Attention" 3. "Motivation and Motive Appeals" 4. "Organizing the Speech" 5. Mid-term Examination 6. "Evaluation in Speaking" 7. "Suggestion" 8. ”The Domain of Public Speaking" 9. ”Ethics and the Speaker's Resphnsibility” 10. "Speech and Society: An Overview" O...OOOOOOOOOOOOOOOOOO0.0.0....0....OCOCOOOOOOOOOOOOOOOCO The following course outline is divided into six topics, each topic representing a major content area in public speaking. The text chapters indicated should be read in advance of preparing the oral assignments. COURSE OUTLINE Initial Reading Assignment: This material should be read by the first recitation class meeting. Chapter 1, "Some Thoughts About Speech" Chapter 2 "First Steps in Speaking" Chapter 16, "Leading a Meeting" Chapter 19, "Discussion or Conference" M. S. UO~9 Topic I THE MATERIALS OF SPEAKING The Speaker's Personal Proof Materials of Development Materials common to all speaking Evidence Reasoning Materials of Experience Common Forms Motive appeals Attention Suggestion Assignments: Reading: Oral: These materials should be read as an aid to the preparation of the oral assignment below. Chapter 3, "The Speaker as a Person” Chapter 4, ”Materials of Development” Chapter 5, "Materials of Experience" Each student will prepare and deliver a four minute speech offering direct support for a single point. The first thing for you to do is to decide definite- ly on the point you want to prove or explain. Synthesize your idea to a single declarativersen- tence. State it simply; for example, "minor league baseball is going out of business." After stating your point, stay with it -- try not to go off on a tangent. Now, gather and organize sup- porting evidence and round out the development of your point in the manner best suited to your pur- pose. In summary, what you are to do is to state your point; then you should develop it with "fact” and "opinion" evidence -- such as examples, narra- tives, statistics, quotations, etc. In your con- clusion you should restate the original Point. This speech is a simple three-point process: 1) you state your point, 2) you su port and clarify your point with evidence, and 3 you restate the point and conclude. Be careful in selection of your topic; make sure it is a sin le oint, worthy of talking about, and capable of expansIon and clarification through the use of evidence. Time Limits: 4 minutes per speech , 3 minutes per evaluation. Written:: Time schedule: Me S. U. "’ 10 Purpose: Experience in using and evaluating evidence in a speech; experience in analyzing a topic; experience before your classroom audience. 1) Each student will submit to his instructor at the time he is scheduled to speak (a) an outline of his speech, carefully fBIlowing the instructions in Chapter 2 and the sample outline distributed earlier; (b) a list of the sources of his evidence. 0n pour outline identify the types of evidence used, according: to the information in chapter 4. Chapters 8, 9, and 10 may prove helpful in preparing' this assignment. 2) At the first recitation meeting after the completion of Topic I, each student will submit to his recitation instructor a short paper (not to exceed 250 words) in which he lists and comments upon the six most common faults offispeaking which he observed among the speeches presented as a part of this topic. A mere listing does not meet this assi ent. USe the criteria in Cfiapter 2 as well as those things mentioned by the reci- tation instructor for evaluation. My speech is to be presented on:' . TOPIC II ADAPTING TO THE OCCASION AND THE AUDIENCE The Setting of the Speech The Listeners Assignments:t Reading: Oral: Analyzing the Listeners Types of Audiences Adapting to the Listeners Chapter 6, "Understanding and Adapting to the Occasion Chapter 3, "Understanding and Adapting to the Audience Each student will choose a subject in which he strongly believes. He must consider the attitudes of his listeners toward his belief, as well as the problems contained in the classroom setting of his speech. He is to see how many attention-arresting devices he can Written: M. S. U. -11 work into his speech, from beginning to end, yet he must not lose sight of the message of the speech. He will employ motive appeals, along with his reasoning and evidence, in an effort to convince his audience. Time limits: 4 minutes per speech, 3 minutes per evaluation. Pur ose: Experience in analyzing and adapting to an audience and an occasion; experience in arresting and holding the attention of a group of listeners; experience in the use of motive= appeals; experience in adapting logical materials to an audience. 1. Each student will submit to his recitation instructor on the da he speakp an outline of his speech, a li§t 0 his attention-arresting devices, and a list of the motive appeals he intends to employ. His outline will be based upon the instructions in Chapter II and the sample outline given him. However, he should begin reading chapters 8,9, and 10 in order to provide him with knowledge by which to imprsve the composition of his speech. 2. At the first recitation meeting after the completion of Topic III each student will submit to his recitation instructor a paper in which he lists each member of his class audience, and makes a short statement about each member. The purpose is to detail what he knows about the composition of his audience. Use the materials in Chapters 5, 6, and 7 as criteria for these evaluations. Time Schedule:' My speech is to be presented on: . Assignments:: Readingz' TOPIC III PLANNING THE SPEECH' Chapter 8, "Selecting and Handling the Subject" Chapter 9, "Collecting the Materials" Chapter 10, "Outlining for Speaking" Pp. 220-223; 236-246; 253-258. M. S. U. " 12 Oral:: Each student will carefully choose and limit a topic, according to the principles and instru- ctions in Chapter 8. He will collect his materials, recording them according to the instructions in Chapter 9. Then selecting speech plan (a), (b), (d), or (e), from pp. 220-223 of his text, he wiII‘outiine and organ- ize his speech for presentation. The prin- ciples of outlining in Chapter 10 must be adhered to exactly. Additional instructions may be given the student by his recitation instructor or the course lecturer. Time Limits: 4 minutes per speech, 3 minutes per evaluation. Purpose: Experience in taking the materials of spea ng and putting them together in a pattern which will produce an acceptable public speech. Written: 1. Each student will submit to his recitation instructor on the day he speaks a full outline of his speech, prepared accroding to the instructions in Chapter 10. He must be sure to use complete sentences and include an introduction and conclusion in his outline. At the top of the outline, immediately below the tilts, he will indicate what kind of speech he is using. He should also turn in a set of cards containing his materials of development at the same time. 2. At the first recitation meeting after the compketion of Topic III, each student will submit to his recitation instructor a short paper (not to exceed 250 words) in which he selects the best speech (in His judgment) presented as a part of this topic and evaluates the speech. Time Schedule: My speech is to be presented on: TOPIC IV Assignments: Reading: Chapter 11, "Style in Speaking" Chapter 12, "Delivery of Speaking" Oral: Written: Me 3. Us " 13 Each student will carefully choose and limit a topic, according to the principles and instruct- ions in Chapter 8. He will collect his materials, recording them according to the instructions in Chapter 9.. Then, employin the deductive s eakin lan described in pages 23 -246 of s te with such modifications as the student and his instructor may agree upon), he will outline and organize his speech for presentation. The principles of outlining in Chapter 10 must be adhered to exactly. Additional instructions may be given the student by his section instructor or the course lecturer. The instructor will carefully evAAuate the student's choice and limitation of subject, his choice and development of the de- ductive speaking plan, AND the manner in which the student presents his speech. Time Limits: 5 minutes per speech, 3 minutes per evaluation. Purpose: Experience in taking the materials of speaking and putting them together in a pattern which will produce an acceptable public speech; experience in considering the language necessary to "put across" a speech employing the decutive pattern; experience in utilizing the principles of effective delivery in speaking. 1. Each student will submit to his recitation instructor on the da he s cake a full outline of his speech, prepared accorEIng to the instructions in Chapter 10, using the assigned speech plan or a variation of it. He must use complete sentences and include an introduction and conclusion in his outline. At the top of the outline, immediately below the title, he should indicate any special variation of the deductive speaking plan he in- tends to use. He should also submit at that time? a set of cards containing the materials of develop- ment he is using. 2. At the first recitation meeting following Lecture 9, ”Ethics and the Speaker s Responsi- bility,” each student will submit to his recitation instructor a short paper (not to exceed 500 words) reacting to the lecturer' 3 point- or-view on ethics in speech-making. The student may agree with the lecturer' s position. Time Schedule: My speech is to be presented on: Assignments: Reading: Oral: Written: M. S. U. " 14 TOPIC V SPEAKING AND INFORMING Chapter 13, "Speaking to Inform" Chapter 16, "Special Types of Speaking" Chapter 17, "Audio-visual Aids in Speaking" Each student is to report a process - how something is made, how something operates, how something is marketed, how a product is used, how an idea has developed, etc. In general, it is desired that the student take a fairly elaborate idea and reduce it to a short speech which can be understood by an audience~ which is not experienced in the matter under discussion. So far, as it is possible he is to reduce the process to a series of steps, employing one of the speech plans discussed in Chapter 13, organizing and outlining the speech according to the principles and methods he has studied in this course. Each of these main points is to be amplified with specific, concrete materials. The report must be interesting as well as informative. To assist in accomplishing these goals, the student must make use of visual or auditory aids (See Chap- ter 17). A complete reliance upon the black- board will not constitute an adequate use 0 visual aids. JNO"T_IE-:IIIIIITLhis is not a Tspeeoh o demonstration,“ but an informdtdve speech employing visual or auditory aids. Time Limits: 6 minutes per speech; 2 minutes per evaluation. Purpose: Experience in organizing, outlining, and presenting an informative speech with the use of audio-visual aids. 1. Each student will submit to his recitation instructor on the day he Speaks a full out- line of his speedh, uSIng one of the speech plans developed in Chapter 13 or a varia- tion of one of these. In addition, he will submit a list of the visual or auditory aids he intends to employ. 2. At the first recitation meeting after the completion of Topic V, each student will submit to his recitation instructor a short paper (not to exceed 500 words) analyzing Me So Us " 15 the delivery of a speech which he has heard in person outside of public speaking class or via television. :1:- ime Schedule: My speech is to be presented on: As signments: Reading: Oral: TOPIC VI SPEAKING AND ADVOCATING' Chapter 14, "Speaking to Advocate" Chapter 15, "Speaking to Entertain" Each student will prepare a speech of advocac in support of or against a current pdlicy 0 he national, state, or local government, or a principle, custom, or tradition of our society. The student must make an honest effort to analyze his subject, his audience members, the occasion, and his own prejudices in order to determine the relative amounts of the kinds of materials of speaking he wants to bring to bear in his speech. He should review the entire textbook, selecting and adapting those ideas which he believes will best aid him in this task. Materials of development, personal proof, and materials of experience will all form a necessary part of this speech. The Speaker should have a specific reaction in mind which he wishes his audience to make to his speech.: Depending upon his analysis of the situation, however, he may be more or less direct in his efforts to secure this reaction. One of the speech plans discussed in Chapter 14 will be se- lected by the student for his use. Time Limits: 7 minutes per speech, 2 minutes per evaluation. Purpose: Experience in the complete preparation and presentation of a speech of advocacy, includ- ing analysis of the audience, occasion, subject, and speaker; selection of the appropriate materials of speaking; organization of the speech in terms of the plan best suited to the situa- tion (including the possibility of indirect approaches to the subject); presentations of the speech. M. S. U. -16 ch-itten: Each student will submit to his recitation instructor on the da he s eaks a full-outline of his speech, prepared accordIng to the in- structions in Chapter 10, using one of the speech plans developed in Chapter 14 or a variation of one of these. In addition, he will submit a list of the materials of development which he intends to employ, along with a state- ment to his instructor of the rationale u on wEIch he Is operatIng In tEe_ppeparaEIon ag§_ presentationdf his speech. T ins Schedule: My speech is to be presented on: MICHIGAN TECHNICAL UNIVERSITY HUMANITIES & SCIENCES 110 A Detailed Syllabus 1965 catalo descri tion: "Fundamentals of Speech - a study of 't'Ee IBasic prInprIes of public Speaking. Emphasis is placed‘ upon the development of practical Speaking abilities for everyday use. The course aims to develop the proficiency in the organization, the composition, and the delivery of speeches." Iieezasons for includin the course: To provide the student wI ‘th the 'basic speecg skIIIs that are a necessary supplement 'tc> his technical training. Elective in curricula to: All. Absolute limit of enrollment: 20. (Suggested limit, 16) Ob jectivesr 1. To aid the student in overcoming the fear of speaking in public. 2. To aid the student in developing a pro- ficiency in various speaking situations, including the oral report.. Textr (formerly) Brigance, SPEECH COMMUNICATION, App. Cent. Croft. (new) Ross, SPEECH COMMUNICATION, Prent. Hall. Pgtailed Outline for a total of 10 weeks: Week Date PROCEDURE 1 A Present an outline of the course: reasons for its ‘existence, its values to the student, its object- ives, its limitations under the quarter system; in other words, what it can and cannot do. A Preview of coming attractions, with the accompany- ing warning that in such a tight schedule there can be no laxity; assignments will not be over- burdening, but they must be prepared and on time, to avoid falling behind schedule. A brief lecture on speeches of introduction, and on a few fundamentals in handling oneself in a speech situation. Assignment: a l-minute speech of introduction, introducing oneself in the third person in some imaginary situation. Text Assigpgent: Ch. 1, 12. B Speeches given. Notes made on each for private assessment of general level and tone of the group, to be used in setting up details for further MeTeUe "' 2 future lectures. Confession, good for the soul: a relaxed session, with the class discussing their feelings during this first speech, followed by a lecture on stage fright, and what can be done to check it. Text assignment: Ch. 2, 3. Lecture: The characteristics and qualities of a good speaker - a sense of leadership, a sense of earnestness, a sense of sincerity, and a sense of humor. Frequent specific examples, bringing the qualities within reach of beginners. Assignment for 2-B, C: a short speech, 2-3 minutes, on something seemingly insignificant, with the object of saying more and more about less and less. Text Assigpment: Ch. 4. Lecture: Where to find subject matter for speeches - by determining the tastes of the audience, by reaching into one' s own background, and by finding clues in the occasion for the speech. A few pre- cautions about "touchy" language and subjects, about complex subject matter, about highly com- plicated subjects. Consider the amount of time available, as well as the capabilities of the audience; that is, the capacity to comprehend. Reiterate assignment in light of this lecture, em- phasizing the need to learn how to develop a thought: how to say more and more about less and less. Divide the class into 2 sections, temporarily, for the coming 2 assignments. Group One Speaks. Notes taken on critique sheets. Comment briefly on the speeches afterwards, giving additional hints on any unique or specific situa- tions not previously covered in the lecture, but which reared ugly heads at this time. These addi- tional hints Should be continued throughout the course in order to cover the many situations which would be too time consuming in the lectures. Group Two speaks. Same as above. Text Assi ent: Ch..7. Warning assignment for p-B: a speech sImIIar' to the last one, w t fur er emp sis on develop- ment and on finding material in unexpected sources; Lecture: On organization - ways to begin a speech, How to organize the body, how to close. Assigppent for 3-B, C: a further suggestion on the speech, to search out some everyday common object or occur- rance (cigaret smoke, crack on wall, stepping into shoes) and expand a personal approach to it. Time, 3-4 minutes. bite I‘ioToU. - 3 Group Two 3 eaks, with specific comments made by instructor and class, sometimes). Group One Speaks. Same as above. Text Assignment: Ch. 5, 8. Warnin assignment for 4-B._C: a speech i I eff involving v sua ects. Lecture: Visual variety - the need for motion, faciaI expression, movement, gestures, etc. Two kinds of gestures: conventional and descriptive. Class is now permanently divided into 3 sections to enable longer speeches. Assignment for 4-B, 0 egg '§:g: speech utilizing action, perhaps how-to-do- something. Time, 4-5 minutes. Group One speaks. Comments follow. Group Two speaks. Comments. Group Three speaks. Comments. Text Assignment: Ch. 6. Warning assignment for next speeches: concentration of vocal variety. Lecture: vocal variety - the many possibilities of combining the 4 components of voice (rate, quality, pitch, and volume) as they apply to meaning as well as to simply creating variety. Assignment: speech that incorporates changes in mood} tone, and sub- ject matter in order to concentrate on appropriate variety. Group Two speaks. Comments afterwards. Group Three speaks. Comments. Group One Speaks. Comments. Tgxt assignment: Ch. 9, 10. Warning assignment: a speech‘to convince or persuade. Lecture: The argumentative Speech - how to convince an audience that it is wrong. Brief introduction to logic - inductive and deductive reasoning. Policies of fact, of action. (of action: 1. Need for a change? 2. This change possible? 3. More advantages than disadvantages? 4. Anything better around?) Lecture (con't): examples of logical fallacies, nc ud ng as many common fallacies as might occur in or out of the speech situation in everyday life. Assignment: speech which presents a controversial pOSition on any problem. Time, 5-7 minutes. Explain that butcher sheets will be written out in class by those not participating, to present a mass response MeTeUe - 4 to the speech. Also explain that the next 2 sessions will be spent tape recording in order to recognize weaknesses in voice and work on them. B Studio. Taped speeches (ad lib) about 1 minute each, with class comments during playback. Assi nment: prepare same subject matter for a more caredeIy planned speech, paying attention to vocal effectiveness. 0 ‘Studio. Taped speeches again, this time prepared. Again, comments on playback. £3 A Group Three speaks. Comments taken down by class on: butcher sheets (4 x 5's, divided into 3 parts w visual, vocal, argumentative criticisms), collected by in- structor and taken home for appraisal of class per- ception. Sheets are annotated in red ink whenever necessary; instructor prepares one of his own, listing: 1.) Comments on this last speech, 2.) Comments on individual's speeches in general, start to finish, and* 3.) Comments on possible ways of improving. A tent- ative final grade is added, on the basis of improve- ment. These Sheets are returned the following session. 3 Group One speaks. An outline and schedule for final speeches given out. (3‘ Group Two Speaks. 9 .£i One session of make-up speeches only, as noted during l-A. B-C Final speeches. lO A—B-O- Final speeches. UNIVERSITY OF MICHIGAN SPEECH 100 FUNDAMENTALS OF PUBLIC SPEAKING Cburse Objectives It is the general ur ose of this course to develop your ability to think critically and to express orally these thoughts in as effective a manner as possible. In order to achieve these ends, you will be acquainted with bases for logical organization; assisted in developing an. effective delivery; introduced to the logical and psycho— logical principles of persuasion; helped to develop clearer~ communication through precise use of language. It is also the s ecific ur ose of the course to provide opportunity or ana ya 8 an reasoning. These will be accented during the entire semester, but particularly in the common materials assignment wherein each student will read a common fund of information as a basis for sev- eral speech rounds. In these assignments you will propose answers to urgent contemporary problems beginning with an attitude of neutrality in a speech to inform, formulating criteria and listing solutions in a discussion, and support- ing an individual solution in a speech to persuade. In addition to developing more fluency in expressing your thoughts, in public, you should also mature in critical listening ability in order to foo-set the dangers connected with uncritical acceptance or rejection of Spoken communi- cation. Required Work 1. A required text: William Horwood Brigance, Speech: Its Techniqpes and Disci lines in a Free Soc e_y, IppletoniCentury35roiis, I551. 2. An additional book will be used in conjunction with selected assignments. The specific book will be assigned later. 3.\ A satisfactory presentation of all oral assignments where the fundamentals learned from lecture and dis- cussion will be put into application. 4. Written assignments, those specifically described in the syllabus and additional papers assigned by the instructor. 5. Attendance at three Speech Assemblies where a variety of programs serve as laboratory experiences in public speaking. 6. 7. U. OfMO-a A thorough understanding of the materials covered in the text, additional assigned reading material, class lectures and discussions, and written assignments. Completing, with a passing grade, the mid-term exam- ination, the final examination, and other examinations given by the instructor. Classroom Procedures 1. 2. 3. 5. 7. Date All oral and written projects will be completed on the specified date. Failure to speak on an assigned day will reduce the student's grade. Unexcused absences indicate a willingness to fail the? course. All oral performances will receive oral and written critiques by the instructor. ' Specified time limits for each performance must be: rigidly adhered to. The Size of the group will deter- mine the length of the speeches. Students are expected to participate in all lectures discussions. When the student is assigned as a critic, he will present an evaluation in light of his assigned criteria. A supplement to this syllabus will be distributed wherein is indicated the exact days on which the student will speak. A special class will be held for specific students who wish to devote more time toward developing their delivery. Each instructor will determine who these persons will be. SCHEDULE or ASSIGNMENTS Meeting Assignments I. INTRODUCTORY PRINCIPLES or PUBLIC SPEAKING 1.. Lecture-discussion: General introduction to the course, distribution of course materials, and discussion of requirements. Each student will be asked to present a brief self-intro- duction during this hour. Readin Assi ent: Foreward; Chapters 1 and 2. Additionai Readin 3: (On reserve in Under- graduate Library.§ 3. 4. UOOfMO-3 a. Sarett,.Eoster, and Sarett, Basic Principles of S eech, 3rd ed. Chapters I and 2. b. WiIson A Carroll. Public Speaking as a Liberal Art. Chapters I and 2. C. Soper, PEuI L., Basic Public Speaking, 3rd ed. Chapters I, 2 and 3. d. Napiecinski & Ruechelle. Beginning Speech. Introduction. Lecture-discussion: Managing your ideas and yourseII Before an audience. Readin Assi nments: Chapters 3, 4, and 5. IdditionaI Readings: a. Monroe, Principlesand T pes of Speech, 4th ed. Chapters 8 and . b. Bryant-Wallace, Oral Communication, 3rd ed. Chapter 2. c. Reid, First Principles of Public Speaking. Chapters 2 and 3. d. Andersen, The S eaker and His Audience. Chapters 8 and 8. Note: The speech topics and materials selected for speeches will have a definite relevance to the Class. At no time will the class assume fictitious roles to correspond to a speech topic, such as engineers, UN delegates, or the like. Lecture-discussion: Organizing and adapting maieriaI for oraI presentation. Reading Assigpment: Chapters 9, 11, and 12. d t onal Rea ngs: a. Andersen. e S eaker and His Audience. Chapters 10 and II. ~ b. McCall and Cohen, Fundamentals of Speech, Chapters 3, 4, and‘S. c. Weaver and Ness, The Fundamentals and Forms of S eech, revised ed. Chapter 2. d. White. Phactica;gPublic Speaking. 2nd ed. Chapterfi4. - Note: By this time you should have begun thinking about your first speech. If you have? questions on organization bring them up during this hours. Oral Assignment: Personal Experience Speech PERSONAL EXPERIENCE SPEECH 10 Purpose: 2. Subject: To make Clear to the audience an incident with which you are familiar. : Each person may (1) begin with an adage or proverb and Show how it relates to himself personally, (2) simply relate an incident in U. OfM.-4 your life which you feel is worth sharing with the audience, or (3) a special assign- ment described by your instructor. 3. Length:- Minutes 4. Suggestions: a.. Be cautious of your time limit. b.. Choose a topic which is very familiar. c. Rehearse several times outside of class. d. Be prepared to be interrupted during your speech. Your instructor may wish to call something to your atten- tion immediately. 5. Qral Assignment continued: Personal Experience Speech.. 6. Oral Assignment continued:: Personal Experience Speedh. II. MASTERING THE ORAL AND PHYSICAL PRESENTATION 7.. Lecture-discussion: The place of the voice and the Body in communication to an audience. Reading Assigpgent: Chapters 16, 17 and 18. A d t ona Read n s: S. Anderson, Training the Speaking Voice, 2nd ed. Chapters 1 - . b. Eisenson & Brose, Basic S eech. 2nd ed. Chapters 3, 4 and 6. c. Dickens, S eech-D mic Communication, 2nd ed. Chapter 9 an . d. Gilman et.al. Fundamentals of Speakigg. 2nd ed. Chapters 7 and”8. Note: It is essential that the student become Con- versant with the vocabulary pertaining to vocal and physical communication; these terms will be used repeatedly throughout the course. 8. Lecture-discussion: The place of the voice and the Body in communicating to an audience. Reading Assignments: Review chapters 16, 17, and Note: Your topic for the workout speech should be selected by this date. 9. Oral Assi ent: The Delivery Workout Speech. The student will prepare a short speech according to the directions of the instructor. In all probability he will not complete it, due to the suggestions made during the course of the speech. errMo-S DELIVERY WORKOUT SPEECH 1. 2. Purpose: The purpose is to emphasize competent vocal and physical delivery. Subject: Any subject selected by the student is acceptable. 3. Length: Minutes. 4. Workout Techniques: The instructor will interrupt you at any 5. III.- time during your presentation and ask you to repeat a sentence or an idea in a different manner. In this was you will receive immediate comments and be able to change your pitch, rate, volume, articuh lation, etc., for improved vocal and physical presentation. Organization: Use simple introduction, body, and con- clusion type-of organization. Suggestions: a. Choose a familiar topic because the interruptions may be quite distrSCting and cause you to lose your train of thought. b. Reread chapters 16,17, and 18 of the text because many of the terms explained there will be used in the workout. c. Strive for one contral purpose: a delivery which makes the best use of vocal and physical variety. d. Maintain a positive frame of mind. Because of the frequent Chidings you may feel "picked"on by the instructor; this is being done solely to suggest improvements in your presentation. 10. ngggAssignment continued: The workout speech. 11. ‘Qpal Assignment continued: The workout speech. 12. Oral Assignmnet continued: The workout speech. DEVELOPING CRITICAL THINKING N A. THE USE OF SUPPORTING MATERIAL IN A ONE POINT SPEECH 13. Lecture-discussion: Outlining and Supporting your eas. Reading Assigpment: Chapters 13 and 14. Begin rea ng your common materials book. UQOfMo-6 a. Buehler and Linkugel, Speech.A First Course, Chapter 7. b. Lomas & Richardson. Speech: Idea and Deliver , 2nd ed. Chapters '3' and 6: c. GiIman, Aly, and Reid, The Fundamentals of S eakingp 1957. Chapters 4 and 6 d. Sanford and Yeager, Princi les of Effective Chhpiers 2 and 3. S eakin , 6th ed.. 14. Oral Assi ent: The one-point Speech. This can he modeled upon the "This I Believe” type of presentation begun by Edward R. Murrow. You.are to give reasons for your belief. Readin Assi ent: Begin Reading your common materiaIs heck. THE ONE-POINT SPEECH 1. 2. 3. Purpose: The speech purpose is to support a single idea. Subject: Each student will select a subject about which he has strong personal feelings, either for or against.. Sample: Some ideas discussed in the past include:: "SGC‘does little good for the University" "I believe in God "There is a need for movie censorship” Length: Minutes Organization: Briefly, make sure that (1) your con- clusion or general idea is stated, (2) your general idea is supported during the talk, and (3) Your conclusion is restated. Suggestions: a. Base your speech upon personal exper- ience and facts. b. Use several reasons in support of your main idea. ch Amplify your single idea with examples illustrations, testimony, statistics; use visual aids. d. 'Ehcertain your point of view is Clearly expressed. e. Plan your opening and closing remarks. 15. Oral Assignment continued: The one-point speech. 16. Oral Assignment continued: The one-point speech. 17. Oral Assigppent continued; The one-point speech. 18. 19. 20. 21. 22. U. OI M..- 7 Discussion: Explanation of common materials and assignments and selections of group topics. (See common materials supplement) Readin ‘Assi ment: Continue reading your common maieriaIs Book. :11 members will have completed their reading at this point. Note: During the hour the class will be given time to accomplish the following: a. Each student will vote in favor of one of the topic areas in which he desires to do intensive work. b. If they wish, groups may phrase a specific question in their problem area, discuss in- dividual responsibilities for their inform- ative speeches, and set a time for any possible additional meetings. Lecture-discussion: The understanding of support- Ihg materiaIs or methods of amplification in a speech. Readin Assi nment: Review Chapter 13. AdditionaI Readin s: a. Monroe,.Princi les and T es of S eech 4th ed., Chapter I2. b. Bryant and Wallace, Oral Communication, 3rd ed., Chapter 5. c. Walter and Scott, Thinking and Speaking, Chapter 3. d. Baird and Knower, General S eech, 3rd ed., Chapter 6. Note: Although the principles discussed in this assignment are common to many speeches of informa- tion, the student is to apply them specifically in his first common materials speech. Im rom tu S eakin ° Members may be asked to preseni a shori speech on the material they have read in their common materials reader.. Mid-Term Examination 0. gas USE or CLARIFYING MATERIAL Oral Assignment: The speech to inform.. Each student will make clear to the audience, to the best of his knowlegde, his idea as to the background of the problem selected by the group. Note: It is hoped that at this time the listener 'hiII begin formulating ideas about the problem to help him reach an intelligent decision as to the better solution. UOOIMQ-B THE SPEECH TO INFORM 1. 3. Length: 4. 5. 23. 24. 25. D. 26. 27. Purpose: The specific purpose is to be a speech to- inform on the common materials topic selected within each of the groups. In essence, each speaker will attempt clarification of a problem for himself and his listeners. (For complete directions see common materials suppIemeht.T Subject: The specific area selected by your group. Minutes Organization: Introduction, body, and conclusion. Bibliography: Indicate in correct bibliographic form on your outline the source of your inform- ation. Suggestions: a. Be neutral in presentation. b. Be vital, alive in presentation. c.. Use oral and visual supports to support your idea. Oral Assignment continued: The speech to inform. Oral Assignment continued: The Speech to inform. Oral Assignment continued: The speech to inform. THE USE OF GROUP.ANALYSIS gesture-discussion: General evaluation of the Spee0hes to inform and an introduction to the basic elements of discussion. Readin Assi nment: Chapter 20. AdditionaI Readin s: a. Sattler and’Mi er, Discussion and Conference. Chapters 5, 10, and'IB. b. Baird, Ar umentation, Discussion and Debate, Chapter . C. Weaver and Ness, The Fundamentals and Forms of S eech, revised. Chapter I2. d. Eisenson & Boase. Basic Speech.. 2nd ed. Chapter 11. Class Discussions on common materials topic. Eac group will hold their own discussion with one member appointed as chairman. During the hour each group will (1) begin proposing solutions to the problem with which they began, and (2) begin setting up criteria which a good solution to their problem must meet. Usual UOOfMO-g criteria are either interroagative or declara- tory; for example: a. Are most people in favor of the proposal?" or, "Most people shouId favor the proposal." b. "Is the solution workable?" or, "Any solution must prove workable. c. "IS the solution truly beneficial?" or, "The final solution Should be Beneficial." GROUP DISCUSSION 1. Purpose: This is to be a short panel discussion wherein each group begins testing solutions to the problem phrased by his group. Advantages and disadvantages should begin to appear to assist in making the final, logical decision. (See also common materials su lement for com Ieie directions.) 2. Subject: The precise topic selected by each group. 3. Length: Minutes 4. Suggestions: See those specific hints listed in the common materials supplement pertaining to the leader and the participant. E.. THE USE OF PERSUASIVE TECHNIQUES 28. Lecture-discussion: The persuasive speech; organization, evidence and reasoning. Reading Assi ment: Chapters 6, 7, and 9. Additional Rea n s: a. Minnick, The Ari of Persuas10n, Chapter 6. b. Freely, Argumentation and Dehate, Chapters 5 and 7. c. Brembeck and Howell, Persuasion: A Means of Social Control, Chapters 11, 12, and I9. d. Kruger, Modern Debate Its logic and Strate , Chapter . e. OIiver, The Psychology of Persuasive Speegp, 2nd ed. pter . 29. Lecture-discussion: The persuasive speech; psycho- IogicaI principIes of persuasion. Readin Assi ment:: Chapter 8 Additional Readin s: a.. ginnigk,'ghe hit of Persuasion, Chapters 7. .an 9. b. Brsmbeck and Howell, Persuasion; A Means of Social Contppl, Chapter 10. c. Weaver and Ness, An Introduction to Public, 8 eakin , Chapters 6, 9, and I6. 30. Ug-Of M. - 10 d. Napiecinski & Ruechelle. Beginning Speech. Units IV and V. Oral Assignment: The speech to persuade. Each memBEr will bring to bear his strongest arguments as to why the audience should accept his proposal to the Common materials problems. THE SPEECH TO PERSUADE 1. 30 Length: Purpose: The final Speech in the common materials round; a speech to persuade wherein you pro- pose a solution to the problem selected by your group. The student is to make extensive use of evidence and reasoning. (For com lete details, see common materials suppIement.) Subject: The same topic used by your group in the two preceding rounds. Minutes. Organization: That arrangement most appropriate for getting the audience to accept your proposal. 5. Bibliography: Indicate clearly your outside preparation 31. 32. 33. 34. for this assignment. Oral Assignment continued: The speech to per- suade. Oral Assignment continued: The speech to per- suade. Oral Assignment continued: The speech to per- SUB-ace IV. LANGUAGE IN COMMUNICATION Lecture-discussion: Language and meaning in the communicaiion of ideas. Readin Assi nment: Chapter 15. Additional Readings: a. Sare , os er, and Sarett, Basic Principles ' of Speech, 3rd ed., Chapter II. b.. G man e .a. Fundamentals of Speaking. 2nd ed.. ChaptersTand 6. c. Johnson, Your Most Enchanted Listener, ,Chapters I, 2, and 3. d. Baird and Knower, General Speech, 3rd ed., Chapter 9. 35. 36. 37. 38.. 39. 40. 41. 42. 43. 44. Oral Oral Oral V. Oral Oral Oral Oral Open Open Open U. of M. - ll ‘ Assignment: Choice of instructor. Assignment: Choice of instructor. Assignment: Choice of instructor. FINAL SPEECH.ASSIGNMENT Assignment: Final Presentation. Assignment: Final Presentation. Assignment: Final Presentation. Assignment: Final Presentation. Day Day Day 1. 2. 3. 5. 7. WAYNE STATE UNIVERSITY - DEPARTMENT OF SPEECH Summary of Minimum Re uirements to be Coveredin Speech 6200 Textbook: Oliver & Cortright, Effective Speech, 4th ed; pters 1-5, 8-21, should be assigned. Other chapters optional. Quizzes and examinations: a.. b. Two to three quizzes to stimulate early and regular study of the assigned chapters of the text. A written final examination, one copy of which shall be filed with the Departmental Office. Speech projects: A minimum of eight to ten graded projects. This program will strongly suggest short (one to three minute) introductory pro- jects and those in reading aloud, drill, etc. Extra time and weight are suggested for the final and possibly an approximate mid-term project.. isten n o ects:‘ Three brief (One page) reports critiques) of speech occasions outside class. Suggested standards: a. Not more than one sermon b. At least one play (university or professional)“ Critique should evlauate speaking of one important actor. C. At least one debate or discussion. d. Emphasize noted lecturers, preachers, actors, etc. e. Not more than one radio and/Or TV listening The course should be incomplete until critiques are satisfactorily filed with the instructor. ech defects: If a student seems to have a specific §pe , speec defect, he should be referred within the first two weeks to the Speech Clinic,656 West Warren, for examination and treatment, if pre- scribed. Referral forms are available. Discharge forms from CIinic are required for complet on 0 course grade. Course incomplete may be extended for additional quarters until discharge received. General note: The Chairman or his secretary should be in- ormed of all absences or substitutions of in- structor in these classes. In case of problems of prospective absence, the Chairman's office will cooperate if a substitute is desired and seems unobtainable. Videotapes: Inform class of separate schedule sheet and require return of tickets from listening room assistants. W. S. Uo-' 2 Some Suggestions for Orientation Stage of Speech 0200 - finals and topics Nature and goals of a speech course Speech and the communi- cation process (Cortright) VIDEOTAPE f I ong s roy of rhetorical teaching (+ mechanical details of the course: --text --quizzes and exam --projects --listening reports --criticism -grading --attendance) Basic attitudes toward Speech................. Explain "conversational quality" (Bohman) VIDEOTAPE 2 Set up standards of directness, empathy, for speech #2. First elements of com- position: a beginning an ending« a narrowed subject a simple outline Pro fleet” 10 G.V.B. Tgxt and Materials Chapters 1,2,3,5 for general understanding and attitudes. "What Do Audiences Expect of Speakers" --handout ”Conversational Quality” --handout Chapter 4. (Depend on brief lecture and ”assignment.) Cf. ”one point speech", especially in Monroe, brief edition. First or second day: 1-1& minutes to introduce self; pick a personal interest that should also interest class. (Grade, but do not reveal to student.) Make notes of student' 3 speaking characteristics,. including any apparent defects or special problems. In summary comments, note communicativeness or lack of it. We se-Ue ' 3 Projects con't:- 2. A two-minute demonstration or exhibit of a model or real thing. (Not to teach visual aids, but to motivate ease and activity, conversational quality, etc.) 3. A one-point, clearly planned talk of 1% minutes. In criticism, reemphasize conversational quality, ease, and activity. --Add: .33 simple organization. ADDITIONAL AND OPTIONAL TOPICS gpals and topics: Discussion-- not for its own sake, but -‘—‘ as a means of promoting lively conversation in 8 panel. ext and Materials: Chapter 5 may be read for general infor- mation, not formal teaching. Projects: Set up one to four panels of four to six persons, who meet to select a topic the class day or two before. WHAT DO AUDIENCES EXPECT or SPEAKERS? I. Avoid un leasant, annoying behavior when you speak. A. B. In S. R. Toussaint's study, seventy per cent of audiences of students and adults found these "Extremely annoying:"1 1. Mumbles his words 2. Continues when simply repeating. 3. Is unprepared. 4. Talks five to ten minutes after saying, “In closing..." 5. Unable to read manuscript well. 6. Makes personal remarks about a listener. 7. Loses temper over a disturbance in the audience. 8. Vague, indefinite in many statements. 9., Continually inserts ”ah, "er," "uh”. 10. Mispronounces common words. In A..H. Monroe's study, student audiences associated these with ineffective speaking: 2 IS.R. Toussaint, A Study of the Annoying Characteristics and practices of Public Speakers. Ph.D. Dissertation.Univer- sity of Wisconsin, 1938. 2A.H. Monroe,"Measurement and Analysis of Audience Reaction.t0‘ Student Speakers Studied in Attitude Changes."Bulletin of Purdue University Studies in Higher Education.V.32 1937. WQSQUQ-4 l. Monotonous voice. 2. Stiffness. 3. Lack of eye-content with the audience. 4. Nervousness, fidgeting. 5. Little enthusiasm. 6. Weak voice. 7. Lack of knowledge. 8. Faulty grammar. 9.. Indistinct speech. 11.. Use characteristics most often associated with effective speaking. A. In A. H. Monroe's study, student audiences liked: 1. Direct eye-contact with some of the audience all the time.- 2. Alertness. 3. Enthusiasm. 4. Pleasant voice quality. 5. Physical activity. 6. Clear wording. 7. Strong, positive statements. 8. Good physical appearance. ”Conversational Quality" Excerpts and comments selected by George V. Bohman from James A. Winans, Speech Making (1938), Chapter II, “Con- versing with an Audience,' pp. ll-45. THE PROBLEM How like a conversation is a public speech or publ c discussioni Obviously, there are differences: -:A public speaker usually talks more loudly. --A public Speaker seems to do all the talking. --A public speaker is expected to prepare. Yet, --Loudness is whatever is needed to be heard in any form of speech. --Th0ugh often with few sounds, audiences directly respond to speakers: SPEECH, even formal public speaking, IS A DIALOGUE. --So, too, conversers prepare for many private occasions and a public speaker is still a public speaker though lazy or forced to speak impromptu. Common Misconceptions: "It is not true that a public speech to be conversational need sound like conversation. Conventional differences may make it sound very different. However, eonbersation has many w. s. U. -5 different sounds... The same man in duscussing the weather, politics,.literature, religion, may have several different manners. He may be listless while‘ speaking of your hobby, but while Speaking of his own impassioned. The diction of the commonest man tends to become elevated when he speaks of elevated sub- jects, even in private conversation." (p. 17) When it is said that speeches should be enlarged converation, do not understand that the suggestion is that they Should be dignified, or strong, or eloquent. In particular, there is no suggestion that __peeches should be delivered in a low, weak tone. or in a careless manner. or couChed in other than good MliSh. Give your thoughts fitting expressiOn; to pIain thoughts plain expression, to heightened thoughts heightened expression.” ”Do not look upon your speech as performance, but as a genuine dealing with men." "Be natural is adequate advice for a speaker." THE SOLUTION: Conversational quality,.not conversational style. "....I am not here advocating any particular 8 le of delivery." Webster' s speaking style differed between jm es and huge. outdoor commemorative occasions. Lincoln's style seems to have changed between campaigns and Gettysburg. Woodrow Wilson, Franklin Roosevelt, Teddy Roosevelt, Wendell Phillips, William Jennings Bryan seemed to Speak with different styles. Yet, each achieved fine reputations for excellent speaking. The essence of cod conversation may be found in these two ualities: I1)"Full realization of the content of your words as you utter them." (2) "A lively sense of communication" with the audience as you speak. (1) A"full realization" involves re-creation of ”the- thought at the moment of delivery," no matter how many times the speech is delivered. EMPATHY is aword often used to describe this quality. (2) True speech is a dialogue, conversation with an audience. It shows in‘_yp contact," vocal patterns, and bodily action. The concepi of "conversational‘ quality is not all of good delivery, but it des- cribes the primary, essential attitudes of good? speakers toward ideas and audiences and determines many characteristics of good delivery. W.S.U.‘6 INVENTION, ARRANGEMENT, AND STYLE -- Speech 0200-- O.V.B. Not less than BflC class days on teaching, exercises, and projects.. Text Rhetoric--Five Canons --Invention (Bohman and Youngjohn) VIDEOTAPE-3 --Canons of Rhetoric; Invention. Text , Chapter 8. Text, Chapter 9 R; analysis of evidence --the analytical, deductive outline of BRIEF Text, Chapter 10 Text, Chapters 11, 12. Projects: . Begin MAJOR PROJECT. ect cards. a. Top c an Lectures and Exercises WRhetoric-J‘Ive Canons" --handout 1.. R2 subjects, narrowing, etc.. MASTERY OF SUBJECT 2. Re investigation reading conversation experience MASTERY OF AUDIENCE 3. Re audience analysis for facts attitudes 4. Speech Plan --Teach outlining as in text except pre-outline headings: General To 10 Specific Subject Status 0 Aud ence Goa 5. 33 Interest and gprms of Suppo§§_ b. Evidence cards and bibliography. cc Brief or analytical outline -- on paper. d. Audience analysis cards. e. Speech Plan outline. In left margin, label: techniques of Interest Forms of Support f. Deliver S-minute speech as scheduled on the preparation a-e. 2. (Prior to #1 e-f) Impromptu talk-- 1 minute on dull subject. (Subjects available--G.V.B.) 3. A single illustration, full-blown, 1-1Q minutes (from materials of 1. a-c). Additional exercises and projects can be devised during the period of work on 1. a-e. ‘JOSODO' " 7 "Rhetoric" for Speech 0200 -- THE FIVE CANONS Rhetoric defined by Aristotle: "The discovery of the available means of persuasion in the circumstances....." The five canons are the five major steps in the preparation and HETIvery of a speech as developed by Classic writers on rhetoric, Aristotle to Quintilian. CANONS End Products (Exercises for 0200) I. INVENTION -- inventio. A. Choice and narrowing of a TOPIC CARD topic. TOPICS STATED B. Research on a tentatively narrowed topic. 1. Evidence from written EVIDENCE CARDS sources. . 2. Evidence from conver- sations. 3. Evidence from personal experiences. C. Analysis and synthesis of BRIEF or DEDUCTIVE ideas on the subject. ANALYTICAL OUTLINE Goal: MASTERY OF THE SUBJECT D. Analysis and evaluation of AUDIENCE ANALYSIS AND the audience. EVALUATION CARDS Goal: MASTERY OF THE AUDIENCE E. Statement of the final choice FINAL SUBJECT and of specific PURPOSE 0f the PURPOSE CARD speech on the finally NARROWED SUBJECT. I. ARRANGEMENT -- dispositio. PATTERN 0! MAIN POINTS OF THE SPEECH (BODY) Cf. with STRATEGY 0r ARCHITECTURE I.. STYLE -- elocutio. FULL SPEECH PLAN (Detailed outline) Cf. with TACTICS or See text for form. CARPENTRY -- details of plan and language, techniques, etc. Includes: Pre-outline headin s: A. Details of introduction and Specific subject conclusion Status of audience B. Details of body of speech Specific purpose or goal forms of support H. S. UQ-e B. Details of body of speech con't: Factors of interestingness, techniques for persuasive techniques where appropriate expository techniques where appropriate arguments unity, coherence, and emphasis IE NEEDED, a few V.r REHEERSAL and REVISION --ancients called "memoria. CUE NOTES -w-—-- Practice and tinker with outline to improve both the detailed speech plan and the delivery, without memorization. V. DELIVERY -- pronuntiatio. This is the actual speech delivered to the audience for which it was planned. ( Speech not included in this paper) Articulation, Voice, Action Suggest not less than six or seven class days which would include the following or equivalent: Text Chapter 15, Articulation Chapter 14, Voice (Bahn) VIDEOTAPE £4 0 cs . Chapter 13, Action (Cortright) VIDEOTAPE '0 on Lecture, Drill, Discussion Lecture, discussion, and ear training of the consonants (teach phonetic alphabet of consonants) Lecture demonstration of: breathing--anatomy and physiou logy, drills for fulness, power vocalization--anatomy and physiology, drills for relaxed throat, full () tones . Coupled with breathing. resonance--anatomy and physio- logy, drills for fullness, flexibility. Lecture, after inductive teachinC‘ on: actions of speakers: amenities empathy for variety emphasis, etc. Include some class drill work on motivation3. arm and hand action. R2: posture, stance, and walking woSoUO-g Projects: Chapter 15 - 5 minute reading prose RECORD for ear training of consonants, etc. Chapter 14 - Reading aloud (poetry?) for greater vocal flexibility, coherence of poetic order, and recheck of articulation. Chapter 13 - Inductive teaching of decor, walking, how to begin speaking, amenities of chairman. INFORMATIVE SPEECHES FOR SPEECH 0200 Text Chapter 18, 'Speech to Inform" 1. Cha ter 16 FUSing Visual Aids" (if possible, VIDEOTAPE 6 will become avaiiaEIe on "Informative Speech, Visual Aids.") SUPPLEMENT: A. H. Monroe's Princi les and T as o; Sfeecfi, Erie? edition, out ne of Speech to inform: 2. (Introductory parts) Attention Ste 3. Need to Know gtep Preliminary Summagz I. Specific-subject II. Main points reviewed Discussion (Body) I. (Detailed outline) Final Summary Lecture-Demonstration J Re Goals of Informative S-peech: New free outline data General topic S ecific sub ect Status of audience Specific goal: (in terms of what perccent of audience taught to what degree of proficiency or recall) R2 Special Monroe Form of outline of informa- tive speech figlVisual Aids (See supplementary sheet to be handed out) --with lecture demonstration of good and poor charts made by students Projects: we so Us " 10 Chapter 18 - Two 25 to 3 minutes, informative talks requiring, for each, one or two chart visual aids, made by student_ speaker. -- One should be a statistical representation. Speech Plan Outline To follow Monroe for informative speech. VISUAL AIDS FOR SPEAKERS -- I. HOW TO MAKE VISUAL AIDS 1. 'gpw to make visual aids for effective use by speakers. A. Visual aids must be clearly and easily visible. 1. 3. 5. Can you see every line of any value at the rear of the room-- a. Without straining your eyes? Test at mini- b. Prom normal sitting position? mum 30 feet Colors. a. Ordinarily use only dark, deep colors: --black on white or pastel. --white on black (or deep green). --dark red on white or pastel. --deep blue. --green (but be careful about *using both.) DO NOT USE: s e crayons or paints. More than 3 or 4 colors. Rough, granular paper. Light strokes of crayons. Use solid lines, with brush or crayon. (Pelt pens are excellent.) a . Good line -- ’8' b. Better line -- i” c. Some line best atéé" to t" Avoid shaded lines if possible Avoid even drawing pens. Use minimum 22" x 28” flexible chartboard or white or black or pastel. For projected visual aids: a. Use ample candle power for distance from projector to Screen. b. Use ample candle power for size of room. 0. Enlarge for easy visibility at.rear of room. W. S. U. - 11 B. Visual aids should be as simply constructed as possiblea WHEN IN DOUBT, MAKE TWO AIDS SHOWING SEPARATE PARTS OF STEPS OF AN IDEA,. 1. In general, present one major idea at a time. 2. Usually, make your own stripped diagram or map instead’ of using detailed picture or map. 3. Consider whether a growing diagram will be simpler than putting the whole story in a single visual aid. VISUAL AIDS FOR SPEAKERS --II. HOW TO USE VISUAL AIDS I. Choose kinds of visual aids appropriate to your purpose. A. Principal Kinds of visual aids include: 1. Real OBject 2. M0 e , e her larger, smaller, or actual Size. 3. Pictures dia rams cartoons, charts--two dimensionai representation. ‘ 4. Projections of 3 or photogpgpgy from real life. B. We 8 in which visual aids can be used by a speaker: O EXhibit-oeoooeeeeooeoeeoooEXMbj-tg' 2. Demonstratg -as a whole 3. Demonstratp with group -as a growing performance. exhibit -b1ackboard -chalkboard II. How to speak using visual aids._ -feltboard -visual cast A. Do not stand between the visual aid and the audience. B. Talk to the audience, not to the visual aid. 0. Know the visual aid well enough that you do not have to study it while you talk. D. Point to a chart, model, or object at the particular place to which you are referring. E. Use a pointer if one is available. I. Always point with the hand nearer the visual aid. G. Don't fondle or play with the exhibit. If you do not need the visual aid for part of the speech, lay it down or disregard it. III. A sample outline of steps in a speech to teach by demonstration with group performance. (Based on A. H. Monroe, Brief'EHiiion.) INTRODUCTION 1. What you are going to teach --(Attention turned toward the subject) 2. Why it is worth learning --(Need to know step) we Se Us " 12 3. A bird's eye view of the speech --(Preliminary Summary) a. How it fits with what the listeners already know. b. The main points of the plan. BODY l. A careful demonstration 2. A slow and careful trial, step by step, by each learner. 3. A repeated demonstration, checking difficulties and explaining precautions. (Personal help as needed.) - 4. Repeated performances fior speech and proficiency. CONCLUSION -- (Final Summary) State specifically the items you most want the audience to recall, i.e., the principal steps of the process. (This general pattern may be adapted for use with any informa- tive speech.) OPTIONAL PROJECTS AND FINAL SPEECH Persuasion: Note that the various chapters on persuasion are to be assigned whether or not there is time for projects in this» field. You are free to include at least a general question on persuasion in the final examination. Explain to students that persuasion is treated Specifically and intensively in Speech 0210 which follows this course. Final Speech Project: e na speech ought to be as long as time permits, with adequate criticism and time to tabulate class rankings of the speakers. The final speech ought to demonstrate the best skills learned by the students. If the syllabus is closely followed, the students should be encouraged to present an informative final speech, if possible with a variety of visual aids. Remember: The course grade should not be completed unless Iistening reports are handed in satiEIactorily, unless clearance is received from any clinic references, unless the final speech, final examination, and other projects deemed essential are completed: Inumy”my;Hawwumvyuwwmn