Chs 151 Winter 2015

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This course is an examination of the principles essential to effective verbal communication skills through the study and practical application of basic speech forms.Attention will be given to individual and group communication activities designed to improve one’s ability to organize, reason critically, and to listen effectively. Students will be required to present several speeches. Students are required to participate in class via peer evaluations during speech presentations.

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Content

1.
Chicana/o Studies 151: Freshman Speech Communication
Ticket Number: 10007 JR 132
Winter Session 2015 Jan. 2-Jan 16
Professor Isabel Herrera
Office: JR 144B
Office Hours: (by appointment)
Telephone: (818) 677-2605
Email: [email protected]
DURING WINTER SESSION CHECK EMAIL FOR CLASS UPDATES!
PLEASE USE CSUN ADDRESS ONLY! (Subject box: type CHS151 student)
Course Syllabus (Bring on first class meeting!)
(NOTE:SYLLABUS SUBJECT TO CHANGE!)
PLEASE SIGN AND TURN IN PAGE 22 on January 2
I. Course Description
This course is an examination of the principles essential to effective verbal
communication skills through the study and practical application of basic speech
forms.
Attention will be given to individual and group communication activities designed
to improve one’s ability to organize, reason critically, and to listen effectively.
Students will be required to present several speeches. Students are required to
participate in class via peer evaluations during speech presentations.
This course fulfills section S-4 of General Education
Prerequisites: EPT score of 151 or better, or EPT and a grade of credit in Ch.S.
097 and /or 098, if appropriate
II. Course Objectives
1
2
3

To become a confident, articulate and ethical speaker by gaining
theoretical and practical knowledge of public speaking and related
communication processes.
To analyze an audience and adapt speech content and delivery for
different rhetorical situations.
To research, think critically, and organize ideas to create a clear, concise
and engaging presentation.

2.
4
5
6
7
8
9
10
11
12
13
14
15

To learn how to construct both formal (full-sentence) and keyword/phrase
outlines for the planning and oral presentation of speeches.
To practice, observe, and discuss public speaking skills in a supportive
environment.
To work with others through group projects, a necessity for
corporate/workplace success
Recognition of purpose
Formulation of a proposition (topic and thesis statement)
Organization and development (evidence and supporting materials)
Devising adequate introduction and conclusion
Word usage (diction, appropriate language, transitional aids)
Utilization of library materials
Delivery of speech: appropriate tone of voice, stress, pause, signals,
avoiding crutches
Nonverbal communication techniques: eye contact, gestures, posture,
body language
Relaxation and breathing techniques

IV. Required Text
1. Speaker’s Guidebook by Dan O’Hair, Rob Stewart and Hannah
Rubenstein 5th edition (REQUIRED)
2. Thesaurus (your choice) to be used in class
V. Requirements

SUBJECT TO CHANGE!

1. Four speeches: Informative, (6-8 minutes)
Persuasive,( 6-8 minutes)
Introduction (4-5 minutes)
Impromptu, (4-5 minutes) I will discuss in class)
2. Midterm exam and final exam
3. Attendance and written/oral assignments
3.

VI. Grading Policy
Grades will be assigned as follows:
Midterm exam
50 points (January 9, Friday)
Final exam
50 points (January 16, Friday)
Speeches (4)
100 points
25 points per speech (Delivery/Outline)
Lab Assignments (See page 29)
Assignment A 10 points
Assignment B
5 points
Assignment C
15 or 25 points (This might replace impromptu
Speech)
Dues dates for Assignment will be given in class
Attendance/Participation 20 points
Scale:

240-250 = A
232-239 = A225-231 = B+
218-224 = B
212-217 = B200-211 = C+
189-199 = C

175-188 = C164-174 = D+
156-163 = D
150-155 = D-

VII. Due dates for all lab assignments will be given in class
VIII. Speeches (Subject to Change!!!!!)
Points will be detracted for late speeches (10 points)
January 7 Wednesday

Introduction Speech (See pages 25,26,29)

January 12 Monday

Informative Speech and Outline (See page 11)

January 14 Wednesday

Persuasive Speech and (See page 13,23,24)
Outline/Bibliography

4.

NOTE: THE TOPIC FOR THE PERSUASIVE SPEECH MUST
REFLECT THE CHICANA/O LATINO EXERIENCE IN THE
LOCAL AND GLOBAL SOCIETY
IX. Topics and Reading Assignments
January 2,5,6,7,8,9,
Topics: Introduction
Process of Communication
Handling fear/overcoming anxiety
Voice production/exercises
In class activity
Readings :
Getting Started with Confidence
Chapter 1:Becoming a Public Speaker
Chapter 2: Preparing your first Speech
Public Speaking Basics
Chapter 3, Managing Speech Anxiety
Chapter 4: Listeners and Speakers
Chapter 5: Ethical Public Speaking
Forms of Speeches
Chapter 24: The Informative Speech

Topics: Features of the informative speech
The formal outline
Criteria for grading speeches (handout)
Speeches
Readings:
Organizing and Outlining
Chapter 12: Organizing the speech
Chapter 13: Types of Organizational Arrangements
Chapter 14: Outlining the speech
5.

Introduction, Conclusions and Language
Chapter 15: Developing the Introduction
Chapter 16: Developing the Conclusion
Chapter 17: Using language to Style the Speech
Vocal and Nonverbal Delivery
Chapter18: Methods of Delivery
Chapter 19: The Voice in Delivery
Chapter 20: The Body in Delivery
Presentation Aids
Chapter 21: Using Presentation Aids
Chapter 22: Designing Presentation Aids
Chapter 23: Using Presentation Software
Topics: Listening and critical thinking
Features of the persuasive speech
Selecting and researching your topic
Persuasive speech outlines
Evidence, proof and argument

January 12,13,14,15
Readings:

Forms of Speeches
Chapter 25: The Persuasive Speech
Chapter 26: Developing Arguments for Persuasive Speech
Chapter 27: Organizing the Persuasive Speech
Research methods

Topic: Speeches
Readings:
Forms of Speeches
Chapter 28: Special Occasion Speeches
6.

Topic: Speeches
Features of the impromptu speech
Readings :
Speaking Beyond the Speech Classroom
Chapter 29: Preparing Online Presentation
Chapter 30: Collaborating and Presenting in Groups
Chapter 31: Speaking in Other College Courses
Chapter 32: Business and Professional Presentations

Readings:

Sample Speeches

There is a copy of text in the Oviatt Library (Reserve section)

X. Course Policies

ADA STATEMENT: In compliance with the Americans with Disabilities Act (ADA), all
qualified students enrolled in this course are entitled to "reasonable accommodations."
Please notify me during the first week of class of any accommodations needed for the
course. Students with disabilities must register with the Center on Disabilities and
complete a services agreement each semester. Staff within the Center will verify the
existence of a disability based on the documentation provided and approved
accommodations. Students who are approved for test taking accommodations must
provide an Alternative Testing Form signed by a counselor in the Center on Disabilities
prior to making testing arrangements. The Center on Disabilities is located in Bayramian
Hall, room 110. Staff can be reached at 818.677.2684.
ACADEMIC DISHONESTY The maintenance of academic integrity and quality
education is the responsibility of each student within this university and the California
State University system. Cheating or plagiarism in connection with an academic
program at a campus is listed in Section 41301, Title 5, California Code of Regulations,
as an offense for which a student may be expelled, suspended, or given a less severe
disciplinary sanction. Please see http://www.csun.edu/~vcspc00g/303/achonesty.html.

7.
ASSIGNMENT: A

Ch.S. 151
Professor Isabel Herrera
10 Points

Due Date January 6
(Tuesday)

Station yourself somewhere (library, cafeteria, etc. ) and observe the
nonverbal communication that occurs. What do people say with their bodies?
What messages are implicit in vocal expressions, clothes, make-up and so on?
Take notes on five of the most eloquent messages sent nonverbally.

8.
ASSIGNMENT: B

Ch.S. 151
Professor Isabel Herrera
5 Points

Due Date January 13
(Tuesday)

In a fully developed essay, summarize the speech that was selected for you.
Include the following:
a. Name of speaker
b. Topic/Proposition
c. Evaluation of speech in terms of organization and
delivery
d. Include specific examples
e. Include recommendation form

9.
THIS MIGHT REPLACE THE IMPROMPTU SPEECH.

I WILL DISCUSS THIS IN CLASS.
ASSIGNMENT: C Evaluate the Presidential State of the Union Address of

January 28, 2014)
Ch.S 151
Evaluating delivery
Professor Isabel Herrera
25 Points

Due Date: January 15
(Thursday)

Write a short (two to three pages) evaluation of this speech, covering the
following items.
1
2
3
4
5
6
7
8
9
10
11
12
13

Name, title, and/or position of speaker
Subject, date, and time of speech
Occasion for speech, including sponsoring group
Location of speech (describe the physical setting in detail)
Mode of presentation (impromptu, memorized, read from
manuscript, extemporaneous, etc.)
Discussion of appropriateness and effectiveness of mode of
presentation
Description and discussion of speaker’s voice
Discussion of appropriateness and effectiveness of rate of speaking
(including the use of pauses)
Discussion of appropriateness and effectiveness of loudness of
presentation (including any problems with equipment, such as
microphone noises)
Discussion of speaker’s vocal variety.
Discussion of speaker articulation, enunciation, pronunciation, or
dialect
Discussion of speaker’s use of body language (including facial
expressions, eye contact, movement, gestures, and appearance
Suggestions you would give this speaker for improving presentation
skills….yes, you may include suggestions!

10.

ASSIGNMENT: D (Possible extra credit)

Event Summary Report
Professor Isabel Herrera
Many instructors regularly assign students to write summary reports on
speakers and activities held on campus or in the community.
The purpose of these assignments is to find out how much you’ve learned
from the experience and how well you can interpret the information and
relate it to the class.
For such reports you should mention the following information in the
summary:
1
2
3
4
5
6
7

What is the activity?
Why is the event being held?
Who organized the event?
Briefly describe what took place.
Include a paragraph in which you analyze what took place and relate
it to the course.
Provide you own opinion of the event in another paragraph. Discuss
what you learned and why you like or did not like the event.
If the program includes speakers, take note of the following:
a
b
c
d
e

Who is the keynote speaker?
What is the central theme of the speaker’s address?
How did the audience react?
What did you learn from the presentation?
Why do you agree or disagree with the speaker?

11.

RUBRIC A – EVALUATION FORMS FOR IN-CLASS SPEECHES

Informative Speeches
Name of Student__________________ Your File Number________
Use the following to evaluate the speech in terms of organization and delivery.
1
2
3
4
5

Poor
Needs Improvement
Satisfactory
Good
Excellent

SPEECH ORGANIZATION

SPEECH DELIVERY

INTRODUCTION _______

EYE CONTACT

_______

PROPOSITION

_______

POSTURE

_______

BODY

_______

GESTURES

_______

CONCLUSION

_______

VOICING

_______

POISE

_______

ADDITIONAL OBSERVATIONS AND COMMENTS

12.

GUIDE TO RUBRIC A-EVALUATION FOR IN-CLASS INFORMATIVE
SPEECHES
Professor Isabel Herrera

1 = Poor
2 = Needs Improvement
3 = Satisfactory
4 = Good
5 = Excellent

1.
2.
3.
4
5.
6.
7.
8.
9.
10.
11.
12.
13.

Opened with an introduction
Main idea (topic/proposition) was presented
Main ideas were easily identified
Body of speech was developed, included transitional aids
Main ideas were properly supported
Main ideas were adapted to audience
Main ideas were summarized
Concluding remarks reflected on meaning
Speaker maintained good eye contact
Gestures were used effectively
Rate of speaking was appropriate
Voicing: loudness level was appropriate
vocal variety was appropriate
Delivery: confident with good posture

13.

Professor Isabel Herrera
Guide to Rubric A: EVALUCATION FOR IN-CLASS PERSUASIVE
SPEECHES
Name of student ___________________

Your file number ____________

PERSUASIVE SPEECH
Use the following to evaluate the speech in terms of organization and delivery.
1= Poor
2= Needs Improvement
3= Satisfactory
4=Good
5=Excellent
Applying critical thinking skills when listening, reading and speaking.
I Speech Organization
Introduction: _________(rate from 1-5)
1. Did the speaker gain the attention and interest of the audience?
2. Was the purpose or thesis of the speech clarified?
3. Did the speaker preview the development of the topic?
4. Did the speaker influence or motivate the audience to accept the topic or
goals favorably?
Proposition: ___________
1. Was it clearly stated?
Body: ____________
1 Are the speaker’s claims supported by verbal materials? Using
statistics, facts, figures, examples, illustrations or testimony?
2 Are the evident and supporting materials relevant, recent and reliable?
3 Are the sources cited credible? Are they recent?
4 Does the speaker distinguish between fact and opinion?

14.

5 Is the language clear and concrete? (Appropriateness of the language
used by the speaker)
6 Does the speaker ask you to ignore reason? Does the speaker use
emotional or personal appeal?
7 What types of claims or promises does the speaker make?
8 Does the topic reflect the Chicana/o Latino experience in the local and
global society?
Conclusion: ___________
1. Did the speaker signal that the end was coming?
2. Did the speaker summarize the main points?
3. Did the speaker make a final appeal to the audience?

II Speech Delivery
Eye Contact: ________
1. Did the speaker maintain good eye contact?
Posture: _________
1. Is the speaker aware of body movement?
2. Did he or she slouch?
Gestures: ____________
1. Were gestures used effectively?
Voicing: ___________
1. Was the loudness level appropriate?
2. Was the vocal variety appropriate?
Poise: ________
1. Was the speaker confident in the delivery?

15.

RUBRIC B - FOR ALL STUDENT SPEECHES
Ch.S. 151
Criteria for Grading Speeches
Professor Isabel Herrera
To receive a score of 25 on your speech you must meet the following:
1
2
3
4
5
6
7
8

Satisfy all requirements for a 20 point speech.
Demonstrate imagination and creativity in topic selection and
development.
Develop and sustain strong bonds of identification among the
speaker, audience and topic.
Consistently adapt information and supporting material to the
experiential world of your audience.
Demonstrate artful use of language and stylistic techniques.
Reflect an even greater depth of research. (For persuasive speech)
Make a polished presentation that artfully integrates verbal and
nonverbal communication skills.
Formal outline

To receive a score of 20 on your speech you must meet the following:
1
2
3
4
5
6
7
8

Satisfy all requirements of a 15 point speech.
Select a challenging topic and adapt it appropriately to your
audience.
Reflect a depth of research.
Clearly identify sources of information and ideas.
Create and sustain attention throughout the speech.
Make effective use of transitions.
Use good oral style.
Present your speech with poise.

16.
To receive a score of 15 on your speech you must meet the following:

1
2
3
4
5
6
7
8
9

The speech must be original.
The type of speech presented must be appropriate to the
assignment
The topic must be sufficiently focused and appropriate for the
audience.
The speech must fit the time requirements of the assignment.
The speech must be presented on the day assigned.
Main ideas must be supported with facts, figures, appropriate
testimony, and examples.
The speech must have a clear sense of purpose.
The speech must have a clearly identifiable and appropriate
design, complete with an introduction and conclusion.
The speech must satisfy specific requirements of the assignment,
such as number of references, formal outline, or use of visual aids.

A score of 10 or below on your score is a reflection of an obviously
unrehearsed speech, weak outline or lack of organization.

17.

RUBRIC C – FOR ALL SPEECHES
Ch.S. 151
Guide for Evaluation of Voice and Articulation in Delivery
Professor Isabel Herrera

1
2
3
4
5
6
7
8

What was the most effective aspect of the speaker’s voice and
articulation?
What was the least effective aspect of the speaker’s voice and
articulation?
Should the speaker try to raise or lower his/her pitch?
Does the speaker tend to speak too rapidly or too slowly?
Does the speaker speak too quietly or too loudly?
Does the speaker use pauses effectively?
Does the speaker have enough tonal variety?
What recommendations would you make for improvement?

18.

Professor Isabel Herrera
SELF ASSESSMENT ASSIGNMENT 1
Speaker Self-Evaluation Form
Objective: To provide the opportunity for you to analyze the effects of
your own speaking style.
Procedures
1 Video tape or record one of your speeches from class.
2 Read the items on the evaluations sheet and comment on each question.
You may want to include specific examples.
ATTITUDES
1 Was I emotionally involved or more detached as I spoke?
2 Did I use humor or with?
3 Was I restrained in my delivery?
4 Did I look confident?
VOICE AND ARTICULATION
1 Did I speak loudly or softly?
2 Did I seem poised?
3 Did my speech flow smoothly?
4 Was I dynamic or did I hold back?

19.
BODY POSTURE

1 How much did I move?
2 How much hand and facial gestures did I use?
3 Did I have sufficient eye contact?
SPEECH ORGANIZATION
1 How did I handle content?
2 Did I use many examples or little few?
3 Did I use many facts, opinions, include sources in the delivery?
4 Was I descriptive with my examples?
5 Was my proposition worded carefully?
6 Did I include transitional aids?
7 Did I include a well organized introduction?
8 Was the body of the speech developed?

20.
Professor Isabel Herrera
SELF ASSESSMENT
Event Summary Report (Possible Extra Credit)
Objective: To increase your awareness of cultural influences on public
speaking delivery.
To strengthen you ability to analyze the effects of
different speaking styles on different audiences.
Procedures
1. Observe a speaker outside class. Select a speaker culturally different
from yourself and a setting that is unfamiliar to you. For example, you could
attend a service of a different religion, a conference or meeting whose
members are culturally different from you. (Please seek advance permission
to attend if it is not a public event. Observe and respect the rules of the
occasion.)
II. Analyze the speech according to the EVENT SUMMARY REPORT
FORMAT

21.
Ch. S. 151
Professor Isabel Herrera

BREATHING

Summary of important facts
Learn to breathe properly.
Breathe slowly and deeply, mostly with your belly.
Breathing properly helps you to relax your body, decrease anxiety, lower
blood pressure, and lower tension. (These are just a few of the benefits.)
The purpose of breathing is to get oxygen from the air into your body and to
basically get rid of carbon dioxide (waste product). Every cell in your body
needs oxygen in order to function. Changes in oxygen content in the brain can
change the way a person feels and behaves.
Take note of a person when he/she gets angry. Does the breathing pattern
change? Does it become shallower and faster? The oxygen content in the
angry person’s blood is lowered. Since there is less oxygen in the person’s
brain you might see the person become more irritable or impulsive. What
about any negative behavior such as yelling, threatening, or pounding a table
or hitting another person?

22.

Your Name: (Print) ____________________________________
This is to verify that I have read and made a copy of the Ch.S. 151 syllabus.
Signature:
__________________________________________
Please submit this form the first day of class.

23.
OVIATT LIBRARY

California State University, Northridge

Research Ideas
Specialized sources (on the surface/free web)
Latino Policy & Issues Brief series – UCLA
http://www.chicano.ucla.edu/press/briefs/default.asp
Pew Hispanic Center – Chronicling Latinos diverse experiences in a changing America
http://pewhispanic.org/
TRPI -The Tomás Rivera Policy Institute
http://www.trpi.org/

General sources (located on the deep/invisible web )
(Use the Databases A-Z link)
CQ Researcher
Explores a single "hot" issue in the news in depth each week. Topics range from social and teen
issues to environment, health, education, and science and technology
NewsBank Special Reports
Includes content from sources throughout the world to provide a global perspective, current and
background information, statistics, maps, images, websites, and suggested search terms. New
information is added daily to featured and current reports.
Opposing Viewpoints Resource Center
Features viewpoint articles, topic overviews, full-text magazine, academic journal and newspaper
articles, primary source documents, statistics, images and podcasts, and links to Websites. Updated
daily.

General sources located on the free/surface web
CALPIRG – California Public Interest Research Group
http://www.calpirg.org/

The Center for Public Integrity – A nonprofit organization dedicated to producing original, responsible investigative

24.
journalism on issues of public concern.
http://www.publicintegrity.org/default.aspx

Congressional Research Service Reports, Hosted by UNT Libraries

Http://digital.library.unt.edu/govdocs/crs/
Consumer Issues and Advocacy
http://library.csun.edu/mfinley/fcs427.html
Digital National Security Archive
http://nsarchive.chadwyck.com/home.do
Election Information
http://library.csun.edu/Find_Resources/Government_Publications/election.html
Government Publications on Social Issues
http://library.csun.edu/Find_Resources/Government_Publications/issuedoc.html
Opinions on Controversial and Current Social Issues
http://library.csun.edu/mfinley/issues/issueop.html
Public Opinion Polls and Surveys
http://library.csun.edu/mfinley/polls.html
Latino Cultural Heritage Digital Archives
http://digital-library.csun.edu/LatArch/
A collection of various Latina/o archives documenting the past and present history of individuals, organizations, and
events.
LA As Subject
http://www.usc.edu/libraries/archives/arc/lasubject/index.html
Hosted by the USC Libraries, L.A. as Subject is an alliance of research archives, libraries, and collections dedicated
to preserving the rich history of the Los Angeles region.

25.

Ch.S. 151

Professor Herrera
Speech of Introduction
Assignment
Select one of your classmates and interview him/her and present him/her to
the class.
Familiarize the audience with biographical information of your subject.
Let the audience know about his/her education, background, experiences,
goals, employment, etc. and ask what points your subject would like you to
emphasize.
Speeches of introduction should honestly represent the person being
introduced.
The beginning of the speech of introduction should establish the nature of the
occasion, and the body should include information about your classmate.
Conclusion could be creative or very direct,
“Ladies and gentlemen, it is my pleasure to introduce……”
“Please give a round of applause to our future ________”

26.
SPEECH OF INTRODUCTION

RECOMMENDATION FORM
YOUR NAME ________________

DATE

_______________

START ___________
FINISH __________

DELIVERY ____________ (15) pts
INTERVIEW ___________ (10) pts

27.
Professor Isabel Herrera
Persuasive Speech

Goals: To influence listeners’ beliefs, attitudes, and their behavior about a topic through
strategic presentation and information
Topic: The topic for the persuasive speech must reflect the Chicana/o Latino Experience in
the local and global society.
Requirements:
1. Three sources
2.

Outline plus Citation page

3. Sources cannot be older than 10 years
4. Review Rubric A: Evaluation for Persuasive Speeches
Keep in mind the following:
1. Question what you hear
2. Evaluate material to reach your own conclusion
3. Be receptive to new information and ideas
4. Support their views with reason and evidence
5. Be ready to discuss
Verbal Materials
1. Examples, statistics, quotes, facts/opinions
A. Theses develop interest, and establish basis for understanding
B. Clarify thoughts
C. Listeners respond
D. They tend to remember
You must include statistics in delivery and cite your source
1. Check source….is it reliable?
2. Note age…must be recent
3. Use round numbers
4. Use statistics sparingly
5. Give them meaning

Quotes
1. Check author’s qualification
2. Check against others
3. Use exact words
4. Establish author’s credibility

28.

5. If you use out of context don’t destroy author’s intent
6. Use variety in introduction and conclusion
7. Do not say: quote/unquote or use hand gestures

Fact and opinion
1. Use primary sources
2. Check on reliability
Examples
1. You can use hypothetical “let’s imagine…”
2.

Examples to compare

3. Again, check fact/opinion content
4. Apply test of inductive (evidence) reasoning
(Do you have enough to justify a conclusion?)
Ethymemes deal with probabilities
Syllogisms deal with certainties/absolutes…(all Chicanos/as Latinas)

Reasoning/Incorporate the following:
1. Logical Appeal/Verbal materials

2. Psychological Appeal/emotional overtone
3. Personal Appeal/ Attend to appearance
Inductive: Statement followed by reason “generalization”
Deductive: Move from general to specific details

29.

YOUR FILE NUMBER __________
FORMAT FOR ASSIGNMENTS A B and C
The following should be on the upper left hand corner of your paper.
NAME:
CLASS MEETING TIME:
DATE:

FOR ALL ASSIGNMENTS: THEY SHOULD BE TYPED (SIZE 12),
TIMES NEW ROMAN FONT AND DOUBLE SPACED.
ANY WRITING ASSIGNMENTS DONE IN CLASS, INCLUDING EXAMS,
SHOULD BE IN PEN (BLACK OR BLUE INK)

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