Course Number:
COMM 111
Transcript Title:
Public Speaking
Aug 04, 2022
Aug 04, 2022
Total Credits:
Lecture Hours:
Lecture / Lab Hours:
Lab Hours:
Satisfies Cultural Literacy requirement:
Satisfies General Education requirement:
Grading Options
A-F, P/NP, Audit
Default Grading Options
Repeats available for credit:

WR 121; placement into MTH 65 or MTH 98

Course Description

Introduces speechmaking based on a traditional public speaking approach. Aids students in developing theoretical understanding and practical application of oral communication skills. Includes techniques for controlling speech anxiety, how to organize information to present to a variety of audiences, and physical and vocal delivery skills. Prerequisites: WR 121; placement into MTH 65 or MTH 98. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Outline and organize oral messages for delivery before a group or live audience.
  2. Critically examine and evaluate ideas and information in order to formulate a clear and effective message.
  3. Analyze diverse audiences; develop appropriate and respectful messages for each.
  4. Apply strategies and skills to develop confidence and manage communication anxiety when speaking in groups or in public.

Alignment with Institutional Learning Outcomes

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Not Addressed
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
Not Addressed
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

  1. Present three oral presentations (prepared, researched, structured) in front of a live audience in the classroom. Minimum one informative speech, minimum one persuasive speech.
  2. Critically analyze oral presentations and express understanding via written and/or oral formats.
  3. Research selected and appropriate topic, correctly citing credible outside sources.
  4. Prepare formally written Outline containing Introduction, Body (Main Points) and Conclusion.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Themes, Concepts, and Issues

  • Rhetorical theory and analysis
  • Creating the Public Speech
    • (Thesis, content, organization, outlining)
  • Different types of speeches
    • (Informative, persuasive, impromptu speaking, etc.)
  • Audience Analysis
  • Language Usage
  • Delivery
  • Active Listening
  • Critical thinking
  • Communication Anxiety

Competencies and Skills

  1. Speakers:
    1. Determine the purpose of the speech as appropriate to the speaking context.
    2. Choose a topic and restrict/narrow it according to the purpose, audience, and time constraints.
    3. Formulate and use a proper thesis statement.
    4. Provide adequate and credible supporting material that is appropriate based on the topic, audience setting and purpose. Demonstrate awareness of available types of support.
    5. Select a suitable organizational pattern that is appropriate to the topic, audience, context, and purpose. Demonstrate awareness of alternative organizational patterns and their functions.
    6. Demonstrate careful choice of words. Select words appropriate to the topic, audience, purpose, context, and speaker, while avoiding words that express prejudice. Demonstrate appropriate grammar and intelligible pronunciation. Demonstrate the effective use of appropriate technical vocabularies, slang, idiomatic language, and regionalisms. Present speeches using an extemporaneous style.
    7. Provide effective transitions that, establish connectedness, signal movement from one idea to another, and clarify relationships among ideas.
    8. Employ vocal variety in rate, pitch, and intensity. Demonstrate vocal variety as suitable to the message, occasion, and audience.
    9. Demonstrate appropriate nonverbal behavior that supports the verbal message.
  2. Listeners:
    1. Attend with open minds.
    2. Recognize and recall main ideas.
    3. Identify supporting details.
    4. Distinguish between emotional and logical arguments.
    5. Examine whether asserted relationships exist between ideas.
    6. Detect bias and prejudice - recognize and appreciate the effects of personal, ideological, and emotional biases on the message.
    7. Synthesize and evaluate information by drawing logical inferences and conclusions.
    8. Recognize discrepancies between the speaker’s verbal and nonverbal messages.
    9. Be an active participant during other student’s speeches through being attentive and providing appropriate nonverbal feedback to the speaker.