497: Speech Communication Capstone Syllabus for Spring 2004
"What do we teach when
we teach public speaking?"
Dr. Amy Slagell, 421 Ross Hall
Office 421 Ross Hall 294-3053 and 230 Pearson 294-3425
Office Hours: 11-12 T and 12:30-1:30 Wed. in 230 Pearson Hall, and by
• To demonstrate an understanding of the history of
public speaking education from the classical period to modern times.
• To recognize the varying emphases given to study of
each of the canons of rhetoric across different cultures and times.
• To be able to read, write and speak about the
process of speech training within a variety of contexts.
• To discover resources, web-based and library-based,
to enhance the study of public speaking.
• To appreciate the components of and to move closer
to the ideal of "eloquence."
Reading packet as announced in class.
1. Textbooks Project (20%)
• Oral presentation
comparing the table of contents from public speaking textbooks written
since 1970. [Work in pairs looking at 3 books total or do it on your
own looking at 2 books.] Due Jan. 27.
• Written paper (3-4
pp.) and oral presentation taking a closer look at one rhetorical canon
in two textbooks. One book should be from pre-1970 and the other
from after 1990. More Info
2. Public Speaking Instruction Pre-1900,
United States (15%) More
• Handout and
oral presentation --on assigned reading
3. Exploring public speaking training on
your career path. (30%) More
• Written paper
(5-7pp.) and oral presentation.
someone about the oral communication skills needed in the workplace
situation where you would like to end up.
• Discover how
they do or how they have trained people to speak in that area of
work. Read one book or 4 articles (to be approved by Dr. Slagell)
and examine it/them in context of what we have learned here.
Classwork: 20% Variety of in and out of
class assignments and participation.
Exams: 15% Final Exam; take home essay
and in class orals [Tentative Schedule: Mon., May 5
1. Regular and timely class attendance
is essential. We are a very small group and your presence will be
depended upon. After 2 misses or significant tardies you can
expect an impact on your final grade. Assignments and due dates
will be made clear in class, so if you miss a day that is the kind of
information you will want to get from a peer. Please be in touch with
me beforehand about absences. You will be giving many
presentations in this class; not showing up for a scheduled
presentation will have a significant impact on your grade.
2. Papers are to be typed and stapled
and should include full bibliographic citations.
3. Your written work should be accurate
in spelling, grammar, and other aspects of composition. It should
meet high standards of organization, precision, and other aspects of
style. If you do not already own one, you should purchase a good
style manual that will answer your questions regarding punctuation,
sentence structure, abuses and faults of composition, footnote and
bibliography style, etc. (See pages on the web for advice about
writing–through “Assignments” page.)
4. Your oral work should meet high
standards of preparation and organization and should indicate a
conscious effort to engage your audience through content and/or
T 13 Introduction to Course and to
Each Other: How did you come to this place?
R 15 What do we tell people about
when they ask us to teach them to give a speech? Share your
T 20 What would the Public
Speaking textbooks teach them? Working on Presentations--initial
R 22 What did you think of the
speech? Reflections on the State of the Union Address.
T 27 What do Contemporary Textbooks
Teach? Presentations for Comparison and Critique
R 29 What do Textbooks Teach?
Wrap-up and begin What would ancient rhetoricians teach?
Read: For today read The first 4 installments of Michael Sproule's Heritage of Public
Speaking detailed on the readings page.
T 3 What would ancient
R 5 No Class: Finish Reading
T 10 A closer look at classical training
R 12 Finish Quintilan Book 2 and
begin Classical Training Exercises: Developing Invention Skills
T 17 Classical Rhetoric Quintilian,
excerpts from Books 11 and 12 Quintilian's
Institutes of Oratory.
R 19 Classical Exercises:
Developing Invention Skills
Division of Rhetoric in the Medieval period
T 24 Speech Training Comes to
America: The Early Period
R 26 Elocutionist Delivery
Training: Sample Presentation on Transformations of Rhetoric in the
19th century. Begin reading as assigned;
Midterm course evaluation
T 2 Presentation
Preparation. MEET AS SCHEDULED IN THE MEMORIAL UNION PINE
ROOM---9:15-10 or 10-10:45.
Be ready to show evidence of your
reading of your assigned essay--have notes of main ideas
prepared. Be ready to discuss plans for your presentation with me
and with your peers.
R 4 Ninteenth Century Education
Presentations Begin--Overview essays presented by Jesse [Elocution
T 9 Ninteenth Century Education
Presentations--Dennis on Privacy in Elocution; Holly on Delsarte's
system of oratory; Jared on Campbell's handbook;
and Ryan's history on Speech Education
in 19th century public schools.
R 11 Finish Ninteenth Century Education
Presentations Crystal on Gender issues and rhetoric in the 19th
Mandy on Speech Education
Organizations; Tom on the "Art of Oratory."
Ideas for final project due.
SPRING BREAK: March 15-19
T 23 Review Rhetorical
Read Success and Public Speaking:
R 25 Workshop Textbook Presentations
T 30 Textbook Presentations
R 1 Textbook Presentations
What do we know so far?
[Sproule questions due]
T 6 Work Day [Sproule
R 8 In Class Work Day
T 13 Final Presentations [in
religion] During these presentations be prepared to serve a
few times as peer critics for each other, for classwork point credit.
R 15 Final Presentations [in
business and sales]
T 20 Final Presentations [in
R 22 Final Presentations [in
T 27 Final Presentations [in law]
R 29 Reflections
Tentative Schedule for the Final Exam:
Tues., May 4
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