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JOHN CABOT UNIVERSITY
COURSE CODE: "COM 101-6"
COURSE NAME: "Public Speaking: Oral Rhetoric and Persuasion"
SEMESTER & YEAR:
Spring 2024
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SYLLABUS
INSTRUCTOR:
Mattia Maglione
EMAIL: [email protected]
HOURS:
TTH 10:00 AM 11:15 AM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
TH 11:20am - 12pm by appointment
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COURSE DESCRIPTION:
This course provides students with an introduction to the fundamentals of rhetoric and how they are applied in oral communication, and how these principles and concepts lead to effective public speaking. Students will learn how to prepare and organize persuasive speeches by learning the fundamental structures of the persuasive speech. In addition, students will begin to acquire basic skills in critical reasoning, including how to structure a thesis statement and support it through a specific line of reasoning using idea subordination, coordination, and parallel structure.
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SUMMARY OF COURSE CONTENT:
Throughout the course students will learn to prepare and deliver effective and persuasive public speeches. This course blends a practical workshop approach with a more traditional and theoretical rhetorical framework for students to fully grasp the characteristics of a public speech in theory and in practice. The course is designed to introduce the basics of critical thinking in order to produce speeches that are supported by sources and logically argued. Each student will have the chance to work on different types of speeches starting from brainstorming and forming a thesis to finally persuade or inform their intended audience. The course also covers the fundamentals of conscious and unconscious bias in public speaking along with the principles of free speech. In conclusion, students will both study and practice public speaking though general constructive peer criticism.
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LEARNING OUTCOMES:
Students will deliver the following types of speeches: Informative or Pro Con, Motivational/Laudatory, and Persuasive.
During this course students will become better speakers. By the end of the course each student will develop a deeper understanding of the main features of a proper public speech, consolidating their oral and rhetorical skills.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| TED Talks: The Official TED Guide to Public Speaking | Chris Anderson | Headline Publishing Group | 1472228057 | PN4129.15 .A53 2016b | | | | |
| The Penguin Book of Historic Speeches (2017) | Brian McArthur | Penguin Books | 9780241953266 | | | Hard Copy | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Participation | Silent attendance does not count as participation. | 15% |
| Informative Speech | 5 - 7 minutes | 15% |
| Motivational/Laudatory Speech | 5 - 7 minutes | 15% |
| Persuasive Speech | 7 - 10 minutes | 20% |
| Final Speech | 10 minutes | 35% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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Syllabus may be subject to change.
All assignments TBA in class sessions or/and via Moodle; All extra material will be given by the instructor via Moodle.
Students are expected to attend classes regularly; Max unexcused absences: 5, after which the student will fail the course. 2 late arrivals count as absence.
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TOPIC
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READING
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SPEECH ASSIGNMENT
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WEEK 1
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What is public speaking? + Ethos, pathos and logos.
The value of orality
Outlining the Structure of a speech:
Intro, body, and conclusion.
Free Speech: Berkeley in the ‘60s
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ANDERSON 23-29; Idea Building + Outlining.
EXTRA: The Long Sixties; MARWICK (2005) (pdf)
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WEEK 2
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The informative speech.
Principles of Public Speaking from Aristotle to TED: is it all the same?
Deconstructing a speech + gestures and body language.
+ Intro to Shannon – Weaver.
CASE STUDY: TBA
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ANDERSON 32-37; Common Traps
READ: Valenzano, Joesph M. III and Braden, Stephen W. "The Speaker: The Tradition and Practice of Public Speaking" (2015). (pdf)
EXTRA: The Mathematical Model of Communication by Shannon & Weaver (1948) (pdf)
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WEEK 3
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Creating a thesis and exposing research. Working with support.
Cognitive Bias;
Wardrobe;
Stage Presence.
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ANDERSON 65-71; The power of a good Story.
EXTRA: The Orality of Language by W. Ong (1982) (pdf)
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WEEK 4
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INFORMATIVE SPEECH DUE
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WEEK 5
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Pace and rhythm.
Is humor necessary?
CASE STUDY: KEN ROBINSON (2006)
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READ: Sir Ken Robinson Do Schools Kill Creativity (2006) (pdf)
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WEEK 6
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Tone, pitch, and expression.
Rhetorical techniques.
CASE STUDY: MLK (1963), JFK (1960)
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READ: Martin Luther King (I have a Dream); John F. Kennedy (The New Frontier, Presidential Inauguration)
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WEEK 7
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LAUDATORY/
MOTIVATIONAL SPEECH DUE
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WEEK 8
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Point of view; the cyclical speech. From motivation to persuasion.
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READ ANDERSON 85-92 Persuasion
READ: (Chimamanda Ngozi Adichie
Why we should all be feminist (2013)
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WEEK 9
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What should be heard and what should be seen?
CASE STUDY:
BEARD (2014)
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READ ANDERSON 198 – 205 The Interconnectedness of Knowledge
READ: BEARD, The Voice of Women (transcribed)
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WEEK 10
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PERSUASIVE SPEECH DUE
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WEEK 11
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Controversy and ambivalence.
CASE STUDY: JOBS (2005); JK ROWLING (2008)
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READ: JOBS
Stanford Commencement Speech (2005)
READ: JK ROWLING
Harvard Commencement Speech (2008)
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WEEK 12
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Controversy and ambivalence (continued)
CASE STUDY: RICKY GERVAIS (2020)
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READ: "Speak out! Ehics for Public Speaking" (pdf)
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WEEK 13
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Resignation, apologies. Owning up in public.
CASE STUDY: TBA
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READ: MICHEL FOUCAULT “PARRHESIA” (pdf)
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WEEK 14
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Talkshowing: from Cavett toTrevor Noah. Is public conversation public speaking? -- > Catering to an audience.
REVIEW
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READ ANDERSON 162-166 How Do I Prep?
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FINAL SPEECH TBA
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*Individual speeches may change. When not provided by the professor, text/transcription to be found in "The Penguin Book of Historic Speeches".
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