WHAT!? DON’T GIVE UP!
I HAVE TO DO YOU CAN DO IT!
NBC’s reality show, "Fear Factor" has contestants compete against each other and
themselves in a series of challenges designed to confront individual fears and phobias. The
objective of this course is to tackle glossophobia-the fear of speaking to an audience. Our
class will have its own series of challenges (researching, organizing, writing, delivering and
critiquing multiple speeches). Upon completion of this course, I hope to proudly announce,
“Fear is not a factor for you!”
INSTRUCTOR: Sara Nafzgar HOURS: By appointment
E-MAIL: firstname.lastname@example.org SSSC: 26B 101 MAILBOX: 26D 1421
SPCH 1A Reference Number: 20106 Time: TTH 2:15 - 4:20 Room: 26D-G481
SPCH 1 Reference Number: 20111 Time: TTH 4:30 - 6:35 Room: 26D-G481
SPCH 1 Reference Number: 20115 Time: TTH 6:45 - 8:50 Room: 26D-G481
When your advisor told you that you had to take a public speaking class, you may have panicked
a little and wondered why you would have to take such a class. Perhaps the field you’re studying
doesn’t even require any public speaking. Besides, you’ve been communicating since the day
you were born, so why should you take a communication class? Hmm…then again, can you
answer yes to any of the following questions?
1. Have you ever been so nervous about public speaking you forgot what you planned to say?
2. Would you rather go to the dentist than give a speech in public?
3. Have you ever been right, but couldn’t formulate a convincing argument?
4. Do people repeatedly say "Huh?" or "Excuse me?" when you tell them something?
5. Have you missed out on a job you were qualified for because you bombed the interview?
6. Do you sometimes have trouble structuring essays in your other college courses?
7. Have you ever had a good idea (at work, in your relationships, in class, etc.) but you didn’t
feel comfortable explaining it, so instead you remained quiet?
Don’t worry, chances are good that you have natural skill or that you at least have the motivation
necessary to learn to communicate effectively one-on-one or in front of groups. Let me show you
what I mean…
1. Do you talk with your hands?
2. Do you look people in the eyes when you talk with them?
3. Do you think visually?
4. Can you keep your cool under pressure?
5. Can you take a complicated idea or piece of equipment and describe it fairly simply?
6. Are you sensitive to other people’s reactions to what you say?
7. Do you like to tell people what you’ve learned so they can benefit also?
Okay, so you’ve answered some questions related to public speaking but maybe you’re still not
convinced that you want to be in a public speaking class. Perhaps you’re wondering what’s in it
for you. Our ability to succeed in all relationships depends far more than we realize on our ability
to communicate-whether it’s conference-room talk, water-cooler talk, or pillow talk. Among the
many benefits you will gain, speaking well:
1. Helps you share your knowledge and influence others.
2. Makes your ideas clearer to yourself and to others.
3. Builds your reputation as an intelligent person.
4. Wins respect, visibility, and recognition for your ideas.
5. Makes it easier for you to share your faith and express your values.
6. Promotes your career and earns financial rewards.
7. Promotes your company and its products or services.
How can you possibly pass up all that?
Now that you’ve read my course sales pitch, here is the “official” course description:
Prepares students to compose and present speeches in front of a live audience. Emphasis will
include: different purposes of speaking, types of speeches and organizational patterns, topic
choice and audience adaptation, rhetorical principles, development and support of sound
reasoning and argument, theories of persuasion, application of ethics in public speaking, listening
skills, and theory and principles of effective delivery.
Student Learning Outcomes
Upon successful completion of the course, students should be able to:
Demonstrate competence in ethical speech preparation and presentation.
Effectively integrate credible evidence and sound reasoning in speech preparation and
Demonstrate effective management of anxiety during preparation and presentation of speeches.
Implement ethical standards expected of an audience member by employing effective listening
skills and cultural sensitivity.
Critically evaluate their own and others speeches based on content, composition/organization,
Delivery, and implementation of ethical standards.
Demonstrate the ability to perform audience analysis and adaptation while speaking
REQUIRED MATERIALS: (1) YOU MUST HAVE THE NEWEST EDITION OF THE TEXT.
Reel, Ron et al. From Fright to Might: A Textbook/Workbook for Public Speakers, 7th Ed. Walnut:
Day & Nite, 2012. (2) A stapler (3) 4*6 index cards (4) Visual aid materials-approx $20 (5)
Access to a computer (all assignments must be typed) (6) A flash drive with at least 1 GB of
space (7) Sufficient time to research, write, and practice speeches
SPEECH This speech will be given prior to any significant instruction regarding public
speaking. You will be expected to prepare and deliver a 3-4 minute Speech:
demonstration speech that teaches the audience how to follow a process. This 50 points
is your chance to show off what you already know about how to be a good
public speaker. This “icebreaker” speech will serve as a starting point for
you to track how your knowledge and skills improve over the semester.
INFORMATIVE As one of the two major speech assignments in the course, rigor and critical Speech:
SPEECH thinking are essential for this speech. Topic selection is key in this 150 points
presentation. Search to find new and innovative ideas to share with us in a 6-
8 minute extemporaneous speech. Typed, full-sentence formal outlines with Outline:
an MLA bibliography of at least 6 sources must be provided to the instructor 100 points
before the speech is delivered.
PERSUASIVE You will be expected to present a 7-9 minute extemporaneous speech Speech:
SPEECH persuading the audience that a particular behavior or policy should or 150 points
should not be modified. You will be required to use a specific method of
organization to construct your argument, and you will base your argument Outline:
on significant research. Typed, full-sentence formal outlines with an MLA 100 points
bibliography of at least 6 sources must be provided to the Instructor before
the speech is delivered.
IMPROMPTU Everyone will do one impromptu speech. You will be given a topic to speak
SPEECH approximately for 2-3 minutes. You will approximately 3 minutes to Speech:
prepare a speech with an introduction, main points, and a conclusion. 100 points
GROUP SPEECH You will critically analyze a famous speech applying concepts discussed
throughout the semester and present your findings. The specific skills to be Speech:
developed in this speech are group presentation techniques, using visual aids 100 points
effectively, and communication analysis. 15-17 minutes
(80 points group score & 20 points individual score)
EXAMINATION Each student is responsible for completing the exam on the scheduled day. 75 points
The exam will cover material from class discussions and the text.
SELF-EVALS Upon reviewing your video, you will write a two page paper evaluating 15 points
specific aspects of your speech and setting goals to improve. each
(Icebreaker and Persuasive)
ACTIVITIES A minimum of 7 in-class activities designed to reduce speech anxiety and 10 points
develop speech writing skills. each
QUIZZES A minimum of 15 open note quizzes taken at the beginning of class. Students 5 points
must have notes from reading to take the quiz. No make ups allowed. each
EXPECTATIONS: All speeches should contain a discernable introduction and conclusion, as
well as a clearly organized, well-supported body. For each graded speech you will be required to
turn in a typed sentence outline to me prior to beginning your speech. All relevant bibliographic
information must be included as part of the outline. For help with APA or MLA source citations,
visit http://www.citationmachine.net. Greater detail on all speeches (descriptions, grading
criteria) will be provided when discussing each assignment.
General grading criteria:
F (0): You either fail to do the assignment your work is too far below acceptable standards to
merit any consideration. You either completely miss the point of the assignment or disregard
critical elements of it.
D (1): You demonstrate that you understood the assignment, but constructed and presented the
material in a less than satisfactory way. Your performance was sub-standard relative to normal
C (2): You give the speech that the average public speaking student, working the average amount
of time should be expected to prepare. Your work is complete but in no way exceptional or
deserving of extra attention.
B (3): You exceed expectations. Your preparation and delivery serve as examples of the proper
concepts and practices. All of the required material is plainly in evidence, and your work is fluid
A (4): Your work obviously stands out from that of the normal body of students. You serve as a
role model for how the speaking assignment should be carried out. You are creative and
energetic, expanding the boundaries of the assignment.
Assignment Possible My Points Points Overall Course
Points Earned Lost Grading Scale
Icebreaker Speech 50
Activity 1-7 70 1000 – 900 = A
Self Evaluation 1 15 899 – 800 = B
Informative Speech 250
799 – 700 = C
Persuasive Speech 250
Impromptu 100 699 – 600 = D
Examination 75 599 – 0 = F
Skill-Building Speech 100
Self Evaluation 2 15
Chapter Quizzes 75
SAVE ALL OF YOUR WORK UNTIL YOU HAVE RECEIVED YOUR FINAL GRADE
FOR THE CLASS. DOING THIS HELPS YOU AND ME BOTH. IF YOUR GRADE
SEEMS WRONG, IT CAN BE EASILY FIXED WITH THE PROOF OF YOUR SCORES.
Because speech communication involves listening, evaluating, and writing as well as speaking,
you are expected to attend ALL class meetings. Attendance and class participation are necessary
for success in this course. However, I realize that there may be times when an absence is
unavoidable. Therefore I offer the following Attendance Policy.
Absences without penalty:
You are allowed the following number of absences from class without penalty in
acknowledgment of occurrences such as personal or family emergencies, religious observances,
transportation difficulties, serious illness, or other concerns at your discretion: 2 absences.
Absences in excess of these listed above will result in the lowering of your final course grade by
5% for each subsequent absence. For example, if you are receiving a 90% in the class and have
one more unexcused absence than you are allowed, you will then receive an 85% for the course.
If you have two extras, you will receive an 80% and so on.
You are expected to have all work submitted to the instructor by the assigned date regardless of
absence (email by due date, and bring a hard copy when you return). If you turn in an assignment
late it will be accepted for half credit. In the event of an absence on the day you are scheduled
to give a speech, you will only be granted a make-up if we have time to accommodate it, and
your grade will be reduced 50%. You must be ready to present on the day that you return.
1) If you will be absent for a college-approved activity (such as a field trip, athletic competition,
or leadership conference) and notify the instructor in advance of the absence you will not be
penalized for the absence and will be allowed to make up graded work. Verification of
hospitalization of the student (not a doctor’s note for a cold or sprained ankle) will also be
considered for non penalized speech make-up.
2) The only other exception to reschedule without penalty will require that valid documentation is
presented and that it is discussed before the scheduled speech day. Only the following situations
will be considered:
Mandatory court appearance
Funeral service on the day of the speech
NAME E-MAIL PHONE
Cheating/ plagiarism (representing somebody else’s words or ideas as one’s own) of any kind will
not be tolerated and will earn you an “F” on the assignment in question or an “F” for the entire
course depending on the seriousness of the offense. Cases of plagiarism may be reported to the
Department Chair and/or the Dean of Students. The term “cheating” includes but is not limited to:
Using unauthorized material or sources
Illegally accessing confidential information through a computer
Taking an exam for another student or having another student take an exam for you
Forging or altering registration or grade documents
For a detailed description, please see the College catalog
This campus will provide reasonable accommodations for students who face unique physical,
learning, and emotional challenges. If you have special conditions as addressed by the Americans
with Disabilities Act and need accommodations, please inform me within the first two weeks of
the semester. There are eligibility requirements for some of the programs offered. Please visit
Disabled Student Programs and Services. It is your responsibility to work with DSPS to make
arrangements for special accommodations in this class, but if you have any questions, I’d be
happy to help.
CLASS CONDUCT, RULES AND POLICIES
Please keep in mind that a college classroom is a professional learning environment in which
mutual respect amongst students and between students and the professor is expected. Here are
some examples of disruptive behavior listed in your catalog: obstruction or disruption of the
educational process; willful disobedience and/or the open persistent defiance of authority; verbal
or physical threats to students, faculty, or staff; excessive talking in class; cell phones use during
class; excessive lateness; and sleeping in class.
Remember, we all want a comfortable, respectful atmosphere for optimal learning and success.
In addition, here are a few more rules and policies for my class:
If you arrive late for class and someone is speaking, please wait until the speech is
finished BEFORE you enter the classroom. Likewise, if you need to leave early, please
notify me before class so we can arrange a polite way for you to leave the classroom.
Absolutely no liquor, firearms, weapons, explosives or animals.
Be a courteous audience member. This means showing up, offering constructive
evaluations, being attentive, etc. You will all have your turn in front of the class, and it
will be much easier if you have been respectful of your peers during their speeches.
Finally, HAVE FUN, make friends, work hard, and discover your unique talent.
This course syllabus and tentative course schedule is subject to change at the discretion of the
instructor. Advanced notice will be given to students in case of required changes in the syllabus
WEEK CHAPTER READING/TOPIC DON’T FORGET
WK 1: 8/28 - 8/30 Introduction to the course & Group formation T: Welcome!!!
Speaking Outside the Classroom (16) TH: Quizzes (4 &16)
WK 2: 9/4 - 9/6 ICEBREAKER SPEECHES T: Bring recipe sheet
ICEBREAKER SPEECHES TH: Bring recipe sheet
WK 3:9/11 – 9/13 Introduction to Speech Communication (1) T: Quizzes (1 & 14)
Informative Speaking (14) TH: Info sign up
WK 4: 9/18 – 9/20 Research and Support (7) T: Quiz (7)
Research workshop TH: Find 6 articles minimum
WK 5: 9/25 – 9/27 The Body of Your Speech (8) T: Quizzes (8, 9 & 10)
Introductions, Conclusions, and Transitions (9) TH: Quiz (2)
Outlining (10) Speech Anxiety (2)
WK 6: 10/2 – 10/4 Outlining Workshop T: Meet __________________
Preparing Your First Speech (3) Delivery (13) TH: Quiz (3 & 13)
WK 7: 10/9 – 10/11 INFORMATIVE SPEECHES T: All informative Outlines due
10/10 Drop without W INFORMATIVE SPEECHES Group A
TH: Group B
WK 8: 10/16 –10/18 INFORMATIVE SPEECHES T: Group C
INFORMATIVE SPEECHES TH: Group D
WK 9: 10/23 –10/25 Topic Selection (5) Persuasive Speaking (15) T: Quizzes (5, 12 & 15)
Visual Aids (12) TH: 3 Persuasive topics due
WK 10: 10/30 –11/1 Language (11) Audience Analysis & Adaptation (6) T: Quizzes (6 & 11)
ISB Workshop TH: Bring laptops
WK 11: 11/6 – 11/8 *ISB Workshop Impromptu Speaking (17) T: Quiz (17) & Bring laptops
Outlining Workshop TH: Meet _________
WK 12: 11/13-11/15 IMPROMPTU SPEECHES T: Random order
EXAM & OUTLINE EVAL TH: 882E Scantron
WK 13: 11/20- 11/22 PERSUASIVE SPEECHES T: All Persuasive Outlines due
NO CLASS THURSDAY Group D
TH: HAPPY THANKSGIVING
WK 14: 11/27-11/29 PERSUASIVE SPEECHES T: Group C
PERSUASIVE SPEECHES TH: Group B
WK 15: 12/4 – 12/6 PERSUASIVE SPEECHES T: Group A
IMPROMPTU SPEECHES TH: Random order
ALL 4 GROUPS PRESENT
FINALS: 12/11 ISB (GROUP) SPEECHES 2:15-4:20 (12/11 @ 1:30-4:00)
TURN IN PPT 4:30-6:35 (12/11 @ 4:30-7:00)
TURN IN SELF EVAL 2 6:45-8:50 (12/11 @ 7:30-10:00)
ICE BREAKER SPEECH EVALUATION FORM
NAME ___________________________ NUMBER__________
EXTRA CREDIT ______ ______ TOTAL SCORE: ________
The purpose of this ice breaker speech is twofold. It will initially serve as a way for you to show
how little or how much you already know about public speaking. If you know a lot about the
subject, this is your chance to show off a bit. If you don’t know a thing, that’s okay too, this class
will provide an exciting opportunity for you to really grow.
Second, it will serve as an important tool in helping you gauge what you have learned about
public speaking, and how your presentation skills have progressed over the semester.
I won’t give you any specific requirements for this speech (this is the only time you get the luxury
of total control over your speech) aside from these two basic guidelines: (1) your topic must
demonstrate how to prepare a recipe, and (2) you should speak for 2-3 minutes.
______/10 QUALITY OF THE HANDOUT
____ONE ATTACHED ____INSTRUCTIONS
____ONE SEPERATE ____GRAPHIC
____SINGLE (PORTAIT) PAGE ____ERROR FREE
____SPEAKER’S NAME ____VISUALLY APPEALING
____RECIPE’S NAME ____ WOW!!!
______/10 QUANTITY OF INFORMATION TIME ______
3-4 MIN (-1 POINT FOR EVERY 30 SECONDS ABOVE OR BELOW THAT RANGE.)
_____/10 QUALITY/CLARITY OF INFORMATION
_____/10 VERBAL/NONVERBAL DELIVERY