Communication Arts 100:

Introduction to Speech Composition

Communication Arts 100 is an introductory course in speech composition. Its purpose is to

improve your skills of writing and presenting effective public speeches, with special emphasis on
informative (expository) and persuasive (argumentative) discourse. It fulfills Level A of the
University’s communication/composition requirement as well as other requirements. The
principles you learn in this class should benefit you not only in subsequent courses in the
University, but also in your career and in your life as a citizen in a democratic society.

Course Objectives

1. To improve your ability to write effective public speeches. This will engage you in the
full process of speech composition, including the following:

a. Selecting, narrowing, and focusing topics

b. Generating researching materials
c. Adapting the topic and research materials to the specific audience being
addressed
d. Supporting ideas with evidence and reasoning
e. Organizing the message for effective communication
f. Preparing and revising drafts of the speech
g. Expressing yourself accurately, clearly, vividly, and appropriately
h. Using correct grammar, punctuation, spelling, etc.

2. To improve your ability to deliver effective public speeches. This will engage you in
activities such as the following:

a. Understanding the nature of speech anxiety and how to deal with it

b. Learning the vocal principles of effective speech delivery
c. Learning the nonverbal principles of effective speech delivery
d. Generating speaking notes from a full speech manuscript
e. Rehearsing the speech prior to final presentation
f. Using visual aids to reinforce and clarify the verbal message

3. To improve your ability to think critically and to apply the skills of critical thinking to the
analysis of written and oral texts. This will engage you in activities such as the following:

a. Distinguishing main points from minor points in written and oral discourse
b. Gauging the credibility of sources and the reliability of claims in supporting
materials
c. Judging the soundness of evidence in public discourse
d. Assessing the validity of reasoning in public discourse

4. To improve your ability to listen effectively to public speeches. This will engage you in
activities such as the following:

a. Distinguishing among the introduction, body, and conclusion of a public speech

 b. Focusing on a speaker’s ideas rather than being diverted by his or her delivery
c. Listening for the main points and supporting materials of a speaker’s message
d. Developing note-taking skills
e. Preparing written analyses of classroom speeches

5. To improve your ability to utilize research skills and strategies. This will engage you in
activities such as the following:

a. Developing skills of information acquisition, including interviewing, writing

away for information, conducting library research, creating a research
bibliography, and taking research notes efficiently
b. Thinking critically and creatively about materials acquired from print and
electronic sources

Required Textbooks

Stephen E. Lucas, The Art of Public Speaking, 12th ed. (New York: McGraw-Hill, 2014).

Stephen E. Lucas and Sarah Jedd, Speech Composition Resources: Communication Arts 100
Course Book, 15th ed. (New York: McGraw-Hill, 2014).

Rebecca Howard, Writing Matters. (New York: McGraw-Hill, 2010).

Speech Assignments

Introductory Speech

A two- to three-minute speech introducing yourself or a classmate. Your instructor will give you
the specific details for this assignment. But be sure to construct a speech that explains some
aspect of your (or your classmate’s) personality, background, beliefs, or aspirations.

This speech is to be written in manuscript form and is designed to fulfill two purposes. The first is
to give you a brief, initial exposure to speaking before an audience. The second is to provide a
piece of original prose that can be used to help diagnose your strengths and weaknesses as a
writer. Do your best to express yourself clearly and concisely. Make sure your ideas are clearly
organized and that you proofread the manuscript carefully to eliminate errors in spelling,
grammar, punctuation, etc.

When you are writing your speech, it is important to keep focused on introducing yourself (or
your classmate) to the rest of the class. If you are directed to begin with an article or an object,
use it only as a starting point to explain something of consequence about you (or your classmate).
The more creative your speech, the more successful it is likely to be.

A typed manuscript of the speech (four copies) is due on the assigned day. In addition, students
are required to email the initial and final revised versions of each speech to their instructor. When
you type your manuscript—and all assignments for this course—double space and use 11- to 12-
point type, with one-inch margins on all sides.
Informative Speech

A seven-minute speech informing the audience about an object, concept, process, or event. The
speech should follow the guidelines for effective informative discourse presented in Chapter 15
of The Art of Public Speaking. Use of a visual aid is required. A typed full-sentence preparation
outline of the speech, including bibliography, is due both on paper and as email attachment
approximately one week before the speech is presented in class. A final, revised outline is due on
the day the speech is delivered. Again, students are required to turn in a paper copy and to upload
the final outline. The speech is to be delivered extemporaneously from a speaking outline.

Persuasive Speech

A nine-minute speech designed to persuade the audience for or against a question of policy. In the
speech, you may seek either passive agreement or immediate action from the audience. In either
case, you should be sure to deal with all three basic issues of policy speeches—need, plan and
practicality—and to employ the methods of persuasion discussed in Chapter 17 of The Art of
Public Speaking. This speech will require considerable research and skillful use of supporting
materials. Special emphasis should be given to evidence and reasoning in constructing persuasive
arguments.

A typed full-sentence preparation outline of the speech, including bibliography, is due

approximately one week before the speech is presented in class. A final, revised outline is due on
the day the speech is delivered. As with all speech assignments, students should turn in an
electronic version as well as a paper copy. The speech is to be delivered extemporaneously from a
speaking outline.

In addition, as part of the persuasive speech assignment, you are required to construct an
audience-analysis questionnaire in which you seek to gauge the knowledge, interest, and attitudes
of your classmates with regard to your speech topic. As explained in Chapter 6 of The Art of
Public Speaking, these questionnaires should use a blend of fixed-alternative, scale, and open-
ended questions.

After you have tabulated the results of your questionnaire, you should use those results to help
adapt your speech to the knowledge, interests, and attitudes of your audience. This does not mean
you should compromise your beliefs to get a favorable response. Nor does it mean you should use
devious, unethical tactics to persuade your listeners. You can remain true to yourself and to the
principles of ethical speechmaking while simultaneously seeking to make your ideas as clear,
appropriate, and convincing as possible.

Commemorative Speech

A four- to five-minute speech paying tribute to a person, a group of people, an institution, or an

idea. The subject may be historical or contemporary, famous or obscure. In writing this speech,
you should seek to use language creatively and imaginatively so as to invest the topic with
dignity, meaning, and honest emotion.

This speech will be delivered from manuscript rather than from a speaking outline.

Note: Students must complete all four major speech assignments in order to pass the course.
 Other Written Assignments

Homework/Participation

Throughout the semester, there will be periodic written homework assignments in which you
work with the principles of speech composition presented in the textbooks. These assignments are
due in class on the assigned day and will constitute a portion of your semester grade. Late
homework assignments will not be accepted.

Peer Speech Assessments

As the semester progresses, you will be assigned to write a two-page typed assessment of a
speech by one of your classmates during the informative and persuasive units. These assessments
are due in class on the assigned day and will constitute a portion of your semester grade. As with
other assignments, speech assessments are expected to be carefully written and to be free of errors
in spelling, punctuation, grammar, etc. As with other assignments, assessment papers should be
submitted as email attachment as well as in paper form.

Self-Assessments

One of the most effective ways to become a better public speaker is to view your speeches on
videotape and to engage in serious, objective self-assessment of those speeches. After the speech,
you will view your recording on Learn@UW and prepare a two-page typed self-assessment
evaluating your performance on that speech and explaining the major items you want to work
especially hard on in your next speech. As with other written assignments, self-assessments
should be thoughtfully composed, clearly expressed, and carefully proofread. Self-assessments
are due in class (and as a Learn@UW upload) as assigned by your instructor and will constitute a
portion of your semester grade.

Examinations

Communication Arts 100 will have two midterms and a final examination. The midterms will be
primarily objective (multiple-choice and short-answer) and will test your command of the
principles, concepts, and skills presented in the textbooks and discussed in class. The final exam
will require you to analyze a speech and to answer a series of essay questions about it.

Please note: Your instructor will notify you of the scheduled time for the final exam. The exam
will be given at this time only. In keeping with University policy, there will be no early or late
exams. If you have travel (or other) plans that conflict with the scheduled examination date, you
need to change your plans or to take the course a different semester.
 Grading

Final grades will be calculated according to the following scale:

Assignment Points Percentage of

Final Grade
Introductory Speech 50 5
Informative Speech 150 15
Persuasive Speech 200 20
Commemorative Speech 150 15
Peer Assessments (2) 20 3
Self Assessments (3) 30 3
Homework/Participation 80 8
Midterm Exams 200 20
Final Exam 120 12

Portfolios

At the end of the course, each student in Communication Arts 100 will submit a digital portfolio
of her or his work across the entire semester. The following items are to be included in the
portfolio:

Introductory Speech (initial version and revised manuscript)

Informative Speech (preparation outline and final outline)
Persuasive Speech (preparation outline and final outline)
Commemorative Speech (initial version and final manuscript)
Peer Speech Assessments and Self-Assessments

Failure to turn in a complete portfolio will result in a penalty on your final grade.

Attendance

Because participation is a central aspect of Communication Arts 100, regular and punctual
attendance is vital. Therefore, for each absence beyond three (two for classes that meet twice a
week) you will incur a significant penalty on your final grade. You are expected to attend class
without exception on those days when assignments are due. If you fail to show up on a day when
you are assigned to speak, you will receive an “F” on that assignment.

You are responsible for all assignments given or due on a day you are absent. If you miss class,
contact your instructor or a classmate as soon as possible to find out what you have missed. Any
absences that are excused by the University (for example, religious holidays or varsity sports
events) must be reported to your instructor in writing during the first two weeks of class in order
to be recognized as excused.

Your instructor may provide additional information about attendance requirements.

Academic Misconduct and Plagiarism

Plagiarism is a grave offense with serious consequences. Webster's New Collegiate Dictionary
defines “plagiarize” as to steal and pass off as one's own the ideas or words of another or to
present as new and original an idea or product derived from an existing source.

The following are some of the scenarios in which a student might be charged with academic
misconduct in Communication Arts 100:

• Delivering all or a portion of another student's speech as if it were your own.

• Failing to cite sources of ideas, paraphrases, or quotations on your speech outline or
during your oral presentation.
• Working with someone else in the course to produce one speech that is delivered by both
you and that other person in different sections.
• Providing another student with a copy of a speech to deliver.

Students found guilty of academic misconduct will receive an “F” on the assignment and a letter
concerning the affair will be forwarded to the Dean of Students for placement in the student's
University file. More than one episode of academic misconduct during a student’s career can
result in expulsion from the University.

If academic misconduct in Communication Arts 100 is discovered after a student has completed
the course, the penalties may be levied retroactively, in which case the reason for the penalty will
become part of the student’s permanent transcript.