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 Solution Manual for Speak Up An Illustrated Guide to Public
Speaking 4th Edition Fraleigh Tuman 1319030653 9781319030650

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Part 2

Designing a Syllabus

A syllabus is more than a course plan or a course calendar. It is an implied or explicit

agreement between the instructor and the students about the requirements and

expectations for the course.

If you are not using a common syllabus, your department and school will

likely have syllabus guidelines or a sample syllabus to follow. If you have some

choice in syllabus construction, consider the elements below.

© 2017 Bedford/St. Martin’s. All rights reserved. 56

THE SYLLABUS PROPER

The first section of the syllabus traditionally is called the “syllabus proper.” For many

institutions, this section of the syllabus has an almost contract-like force. All

expectations for work and conduct must be listed there. After the syllabus is

distributed, alterations to the number and value of assignments is generally

discouraged and, depending on the institution, even forbidden. At some institutions,

any penalty that the instructor may levy for things like late work or academic

dishonesty must be spelled out in the syllabus; otherwise, the penalty will not hold on

appeal. If this describes your institution, something called a “defensive” syllabus is

required: it attempts to cover all eventualities. Even if your institution is somewhat

flexible in its approach to the syllabus, you may find it helpful to craft such a

syllabus for your own institutional protection.

Those of us who use such syllabi tend to make them longer each year as

previously unanticipated problems arise. The sample partial syllabus below

incorporates many defensive items. The syllabus is presented on the left and

comments are on the right.

© 2017 Bedford/St. Martin’s. All rights reserved. 57

 SAMPLE PARTIAL SYLLABUS

SPEECH 1: Public Speaking

Fall 2016

TTh 4:15–5:30 p.m.

MS 104

Units: 3

Prerequisites: Eligibility for English 1A

Instructor: Dr. Nancy Fraleigh e-mail: Indicate the title by which you wish to be
called. Also provide your contact information.
[email protected] If you are an adjunct faculty member without
an office, give students the best options for
Office: Speech Arts 8 contacting you during the week.
Phone: 555-8039

Office hours: MWF 2–3 p.m., TTh 3–4

p.m., and by appointment

Course Description
Theory and techniques of public speaking.
This description should duplicate the course
Emphasis on the logical organization and catalog copy for the course.
composition of informative and persuasive

speeches. Practice in clearly developing and

stating ideas. (Fulfills CSU General Education

Requirement, A1 Oral Communication)

Course Objectives
Goals. The ability to speak effectively and of a liberal arts education and a vital skill for

ethically in public is an important outcome career success and community participation.

© 2017 Bedford/St. Martin’s. All rights reserved. 58

This course is designed to provide an goals and objectives that you have for the

introduction to public speaking with an course.

emphasis on the basic elements of effective

Many colleges now require student learning
public discourse—audience analysis,
outcomes to be listed on the syllabus. They
organization, content, and presentation skills.
usually are placed before or after the goals
I view this course as a laboratory in public
and objectives.
speaking, so the class is structured to

List any goals and objectives required by

your department or college. Also include any

maximize your opportunities to gain speaking

experience.

Objectives. After you successfully pass this

course, you will have improved your

understanding and skills in the following

areas:

1. Analyzing, creating, and presenting

extemporaneous informative and

persuasive messages that demonstrate

clear lines of reasoning, development of

ideas, and documentation of external

sources.

2. Analyzing the effects of culture and

situational context on the creation and

management of communication choices

© 2017 Bedford/St. Martin’s. All rights reserved. 59

 that are used to inform and persuade

audiences.

3. Creating and criticizing public arguments

and reasoning, decision-making processes,
and rhetorical messages.
Required Materials
Include any additional materials that students
Fraleigh, Douglas M., and Joseph S. Tuman. are required to obtain, along with any
additional required readings.
Speak Up: An Illustrated Guide to Public

Speaking. 4th ed. New York: Bedford/St.

Martin’s, 2016.

One blank DVD (formatted), labeled with your

name

Grading

Points. You will receive a numerical grade on Note all speeches, assignments, exams, and

all work for this class. The maximum number other activities that will be graded. Also

of points possible for this course is 1,000. The include the grade weighting (number of

following point totals guarantee grades: points or percentage). In public speaking

classes, it is typical to base at least 50

percent of the grade on speeches.

900—A

800—B

700—C

© 2017 Bedford/St. Martin’s. All rights reserved.

60
 600—D

How points are weighted:

Speeches 600 pts (special occasion 100
pts, informative 150 pts,
persuasive 250 pts, debate 50
pts, impromptu 50 pts)

Quizzes 50 pts (5 quizzes, 10 pts each)

Final exam 100 pts

Written 150 pts (3 assignments, 50 pts

assignments each)

100 pts
Attendance /
participation

Note: A grade of C or better is required to

earn General Education credit for this
course.

Extra credit. There is only one opportunity to If you have extra-credit opportunities, specify
earn extra credit for this course. If you what they are. If no extra credit is possible,

participate in the Speech Department’s specify that instead.

intramural speech contest, you will receive 50

points of extra credit. You must present your

informative or persuasive speech in each

preliminary round of the contest to receive

credit. This is extra credit, not “instead of”

credit. You must present all the speeches

© 2017 Bedford/St. Martin’s. All rights reserved. 61

assigned in this class in order to be eligible for

this extra-credit opportunity.

Grading criteria. Specific grading criteria discussions in your office. If you accept one

will be included with the assignment grade protest in front of the class, be

description for each speech and paper. Grades prepared for all your students to lobby for

are based on my best assessment of the more points.

quality of your work; grades are not an offer Policies on Course Assignments
to be negotiated. I will be glad to explain the
Speeches and presentations. You must be
reasons I assigned the score you received, but
prepared to speak at the beginning of class on
I will not change grades unless you can show
the first day of each round of speeches. You
me how your answer is correct based on the
will be allowed to sign up for a speaking slot,
textbook or I have made a clerical error. If
and after all volunteers have spoken, I will
you wish to challenge a grade, please make an
select other speakers randomly. If you are
appointment to see me in my office. There is
absent from class or unprepared when your
a 24-hour “cooling off” period after I return
name is called, you will lose 20 percent of the
assignments before you can challenge a
points possible when you make up your
grade.
speech. All speeches must be delivered
Specify your policy on grade questions and
extemporaneously from limited notes.
appeals. Students may be upset when they first

receive a grade, and a cooling-off period can Be clear about the ways that you determine

make a conversation about grades more the order of student speakers and the student

productive. It is generally better to have these consequences for being absent or unprepared.

Quizzes and final exam. All quizzes and prepared yourself. No copies of others’ notes

exams are closed book. You may use one 8½ are permitted.

in. × 11 in. page of notes that you have

© 2017 Bedford/St. Martin’s. All rights reserved. 62

Quizzes will be based on the reading Written assignments. The written

assignments. One week before each quiz, I assignments will include a full-sentence

will announce (and post on Blackboard) the outline for your informative and persuasive

chapters to be covered on the next quiz. speeches and one critique of a classmate’s

persuasive speech. The speech you are to

About two weeks before the final exam, you
critique will be assigned randomly. A hard
will receive a review sheet indicating the
copy of each written assignment must be
exIndicate basic policies for tests and
turned in at the start of class. E-mailed
quizzes, including materials that students
assignments will not be accepted. If you do
need (such as a scantron or a blue book) and
not have an outline on the day of your
materials that they are allowed to use.
speech, you may not present the speech, and
am format and the topics you should
your speech will be counted as late.
emphasize when studying. Students must
Indicate when hard copies of assignments are
come to class on time for the final exam. I
required or when e-mails are acceptable.
will collect all answer sheets when the time
Note other requirements, such as typed
for the exam is finished, even if you arrived
papers or specific margins and font sizes.
late.

Reading assignments. Each reading

assignment should be completed prior to

the class date assigned on the syllabus.

Attendance and participation. You start for Specify your attendance policy and the

with 100 points in this category. You are consequences for missing class, being tardy,

allowed one unexcused absence on any date and not participating.

when you are not required to be available

© 2017 Bedford/St. Martin’s. All rights reserved. 63

presenting a speech. You will lose five if you enter or If you are going to grade on

points for each additional unexcused participation, specify your system for

absence. Attendance will be based on a sign- assigning scores. Participation grades based

in sheet distributed at the start of class. It is on the instructor’s subjective opinion at the

your responsibility to tell me if you missed end of the semester are open to challenge.

the sign-in sheet because you were late. If leave the room (if you are outside, wait for

you are late and miss less than half of the the applause before coming in), interrupt the

class, you will lose three points. If you miss speaker or talk during the speech, or engage

more than half of the class, you will be in other pursuits during speeches (such as

counted as absent. reading, doing homework, texting, surfing

the Web, or listening to music).

Participation grades are based on effort. You

need to make a good-faith effort to answer a At all times, your cell phone must be turned

question when you are called on during off. Cell phones may not be on your desk

class. If you are absent when called on, do during tests and quizzes. You may not listen

not make a good-faith attempt to answer the to music or any other genre of expression on

question, or decline to participate, two earphones. Violation of these rules will

points will be deducted. There will be result in a loss of five participation points.

occasional activities in class. If you are

Policies regarding assignments. You will
absent or are not on task during the activity,
receive assignment descriptions and grading
five points will be deducted from your
criteria well in advance of the due date. All
attendance and participation grade.
work turned in after the start of class on the

During student speeches, you are expected to due date will be counted as late. Do your

be courteous. You will lose five research and preparation well in advance so

participation points during student speeches that your ability to complete the assignment

© 2017 Bedford/St. Martin’s. All rights reserved. 64

is not impaired by printer malfunctions, Specify your policy for late work, including

missing library materials, personal deadlines for turning in work and penalties

emergencies, and so forth. for turning in work late.

All late work must be turned in by the start

of the last regularly scheduled class of the

term.

You will lose 20 percent of the points possible grounds that you did not understand what

on any speech or assignment that is late. Only you were supposed to do. Nor will you be

one speech missed for unexcused reasons may allowed a “do over” of a graded

be made up. After you use this makeup assignment.

opportunity, you will receive a zero on any

If you have an excused absence, you must
other speeches missed for unexcused reasons.
make arrangements to make up any work
You may not make up a quiz that is missed for
you missed within one week of your return
an unexcused reason.
to class.

You are welcome to meet with me during “I didn’t understand what you wanted” is a

office hours and show me your speech or common plea when students negotiate for a

assignment before it is due. I will give you higher grade. Preempt that by requiring

feedback and suggestions for improvement. students to talk with you in advance if they

However, late work will not be excused on the are unsure of requirements.

Other Course Policies policy statements on a variety of topics. Be

sure to find out what they are and include

Contacting me. You are encouraged to see
them.
me during office hours if you have questions
or need help. If my office hours do not fit
Your school may have mandatory syllabus
your schedule, we will find another mutually

© 2017 Bedford/St. Martin’s. All rights reserved. 65

convenient time to meet. I also check my class, please meet with me as soon as

college e-mail regularly and will do my best possible so I can help you get on track.

to respond to all student e-mails within Encourage students to meet with you. Give

twenty-four hours on weekdays. If you are them the best options for getting in touch

concerned about your performance in this with you.

Excused absences. Absences may be objective system for verifying excuses is

excused only if they are supported by written needed.

documentation. The documentation must If you are absent for any other reason (car
include a legible signature and contact broke down coming to school, you were
information for the person who is verifying snowed in, bus drivers’ strike, court hearing,
the absence. Absences are excused for the and so on), you have the burden of proof to
following reasons: produce sufficient documentation to justify

• Illness sufficient to require a trip to a your absence. If you have any question about

medical-care provider. (This may whether an absence will be excused, please

include illness of dependent children.) talk to me in advance. Do not miss class and

• A death in your family. expect that your absence will be excused

• Participation in a university-sponsored retroactively.

sport or activity if your coach or

Students with disabilities. I am pleased to
faculty adviser certifies that you must
make accommodations to make this class fair
be gone during class time.
for students with disabilities. Under our

Specify how excused absences will be college policy, students initiate the process by

determined. In our experience, students’ contacting our Office for Students with

excuses for missing class have varying levels Disabilities in Administration Building Room

of veracity. Unless you are a mind reader, an 103, 555-9090. Someone from that office will

© 2017 Bedford/St. Martin’s. All rights reserved. 66

meet with you and then provide me with Follow your college’s policy for

information about how any disabilities should accommodating students with disabilities and

be accommodated. These services are proactively help your students. Be sure to

confidential. keep this information confidential.

Cheating and plagiarism. Honesty and earning activities, including (but not limited

integrity are central to the mission of our to) written work and oral presentations. A

college. Policies against cheating and detailed copy of these policies can be

Cheating and plagiarism are on the rise obtained from the Dean of

at many colleges. Be sure students can Students’ office (Administration Building,

access the policy and are aware of the Room 205) or the College Web site

consequences. plagiarism will be strictly (www.school.edu/studentpolicies/

enforced in this class. Penalties can be cheating_and_plagiarism).

severe, including an F in this course and

You may want to go over common violations
possible suspension or expulsion from
on the first day of class.
school. These policies apply to all point-

Disruptive classroom behavior. This or disruption of the learning environment

classroom should be a friendly and safe may lead to disciplinary procedures and/or

environment for the presentation of speeches removal from class.

and sharing of ideas. The class should be

free of harassment of any kind and should be

Warn students that misbehavior in class can
a place of mutual respect and
have serious consequences. However you opt
encouragement. Student conduct should not
to handle minor disruptions, be sure to call
disrupt the ability of the instructor to teach or

the ability of students to learn. Harassment

© 2017 Bedford/St. Martin’s. All rights reserved. 67

for help quickly if conduct is dangerous to a

student or others.

THE COURSE CALENDAR

The course calendar informs students about the course content on any given date, the

due dates for assignments, and the schedule of readings. Be sure that you clarify when

assignments are due and how they should be submitted. You should indicate whether

the calendar is tentative (subject to change by the instructor) or final. Its basic format

might look something like this excerpt:

Sample Course Schedule

Italic font indicates when things are assigned. Bold font indicates when they are due.
Date Class Activity Readings Due

1/16 Introductory speeches

Communication apprehension

1/18 Discuss syllabus and assignments

Reintroductory speeches Bateson

Group persuasive speech assignment

Group communication, part 1

1/21 no class (MLK)

1/23 Transformational speaking TF Ch. 1, 4

Listening

Speaking schedule
COURSE DESIGN DECISIONS

When you plan the schedule for your course, you must make a number of decisions,

including but not limited to the following:

© 2017 Bedford/St. Martin’s. All rights reserved. 68

 • What content areas will be covered and in what order?

• Which speeches will be assigned?

• What readings will be required?

• How many quizzes and tests will be given?

• What additional assignments will be used (such as homework, speech critiques, or

library research)?

Some of these decisions may be dictated by your college, department, or

supervisor. For example, a certain number of speeches or specific types of speeches

may be required. You may be expected to cover topics such as culture, ethics, group

dynamics, or critical thinking. Oral feedback after speeches may be a staple of the

course at your college. You may be given a schedule to follow, particularly if you are

a graduate teaching assistant. But throughout your teaching career, you are likely to

have opportunities to consider and revisit each of these issues.

There are an almost infinite number of permutations of these design decisions

that different speech instructors have used to teach this class successfully. During

your career, you will no doubt find that some choices do not work well and vow to

never use them again. Planning a course involves nearly endless tradeoffs because

you have a limited number of minutes for your class. If you provide extended

coverage in one area, you may not have time to cover other topics. If you want to

include a lot of activities, there will be less time for you to present material. Here are

some of the issues that you should consider as you establish a schedule.

SELECTION OF SPEECH ASSIGNMENTS

There are many different speeches you might assign, and we include several different

options in Part 3 of this manual. Most instructors include an informative speech and a

© 2017 Bedford/St. Martin’s. All rights reserved. 69

persuasive speech. Because these are usually long speeches with rigorous preparation

requirements, they typically are scheduled later in the term.

Very early in the term, it is helpful to include icebreaker speeches or activities

that get students comfortable speaking in front of the class, such as a speech

introducing a classmate. These need not be graded. You may want to assign a

moderately difficult speech as a transition to the informatives and persuasives.

Special-occasion, hero, or cultural artifact speeches might work here. You may want

to consider a group assignment, so that students work together and present together

on their first graded speech. These speeches may be shorter than the major speeches,

and you may have a more limited number of grading criteria. For example, you might

base grades primarily on extemporaneous delivery and clear organization.

Generally, each successive speech is more challenging (and longer) than the

previous one. Thus, informative speeches typically require visual aids and an

increased number of source citations. For the persuasive speech, you might require

extended audience analysis and adaptation (for example, by having students survey

the class and create their speech content based on the survey results), use of

identifiable persuasive strategies, and highly credible research sources. Some

instructors prefer to build to the persuasive speech and make it the culminating

experience in the class. Others save time for additional speaking experiences after

the persuasives. Depending on your philosophy and the available time, end-of-term

speeches could be the culminating assignment or a more relaxed “cool down”

speech that is focused primarily on giving students additional time to speak in front

of the class. These assignments might include a group symposium or a discussion,

simulated job interviews, storytelling, debate, special-occasion speeches, or

impromptus.

© 2017 Bedford/St. Martin’s. All rights reserved. 70

 You may want to consider having one speech assignment be a revised speech.

This gives students a chance to focus on the areas for improvement noted by you and

their classmates. If students were disappointed by their original grade, they might be

motivated to seek help during office hours. You also could have students form pairs

or small groups to help each other with revisions.

TOPIC COVERAGE AND ORDER

In class and in your reading assignments, emphasize the content areas that students

need to learn to do well on class speeches and assignments and in their future public

speaking endeavors. If time is scarce, you may be able to omit some areas (for

example, you might omit Chapter 20 if you are not giving a group assignment). Few

instructors march straight through the chapters from beginning to end. The order of

your speech assignments and the requirements that you have for each speech should

drive the order of topic coverage. You will want to cover listening before you ask

students to provide speech feedback. If you are going to emphasize organization,

evidence, presentation aids, or audience adaptation in a speech, you need to teach that

content in advance. If possible, give students a week or more from the time you

discuss a concept to the time that they will present it in their speeches. (This may not

work in a short summer or winter session course that meets every day for two to three

hours.) If your schedule is tight, you should assign Chapter 2 early in the semester

because it gives students basic advice about each stage of the preparation and delivery

process.

TIME ALLOCATION

© 2017 Bedford/St. Martin’s. All rights reserved. 71

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