School of Arts and Sciences

Department of Languages and Literature

1st Semester, School Year 2010-2011

“Creating Leaders to Change a Country”

College Unit Mission Statement

We are a Benedictine Women’s College committed to providing a holistic liberal arts and
professional education steeped in academic excellence to mold our students into critically aware and
socially responsible agents of change towards the transformation to a just and equitable society.

College Unit Vision statement

We envision graduates who are self-fulfilled women and men of character and integrity, imbued with
Christian and Benedictine values, living out ora et labora, with a passion for truth and justice to
transform society.

Our graduates are conversant with the changing times, are life-long learners, competent in their
chosen fields and able to embrace life in its totality.

At the end of the course, the students should demonstrate the core competencies of a
“liberally educated STUDENT

1. Academic Excellence
* Communication Skills
* Demonstration of Higher Order Cognitive Skills
a. Analytic-Evaluative Thinking
b. Synthetic-Creative Thinking
c. Scientific Reasoning
d. Numeracy Skills
* Responsible Use of Technology
* Professional Competency
2. Critical Awareness
* Conversant With the Changing Times
3. Social Responsibility
4. Life-Long Learning
* Self-Directed Learning
* Research Skills
5. Ability to Embrace Life in its Totality

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Professor :
Course Title : Public Speaking and Argumentation
Prerequisite : Speech and Phonetics
Course Credit : 3 units
Course Description:
This 3-unit course explores the principles of effective public speaking through the analysis,
assessment, preparation, and delivery of different types of speeches—informative, persuasive,
special occasion, and argumentative. A mix of individual and collaborative written and speaking
tasks aims to provide students with substantial input and exercise to help develop their confidence,
critical thinking, and communication skills.
Course Competencies:
After completing the course, the students are expected to manifest the following competencies:

I. ACADEMIC EXCELLENCE
A. Communication Skills
➢ Deliver organized, stimulating, and articulate speeches and arguments according to given criteria
as assigned and required in class
➢ Participate actively in argumentation exercises to further develop confidence, communicative
skills, and interpersonal negotiation skills;
➢ Use creative communication strategies for effective speech delivery
➢ Express confidence and knowledge in the active exchange of critical insights into given issues
➢ Exhibit sound logic and reasoning in argumentation
➢ Demonstrate effective style and language use in public speaking tasks
B. Higher Order Cognitive Skills
➢ Apply the basic principles of public speaking
➢ Do critical analysis of sample speeches
➢ Manifest systematic preparation and production of informative, persuasive, special occasion, and
argumentative speeches
➢ Conduct objective peer- and self-assessment of public speech delivery (manuscript, memorized,
impromptu, and extemporaneous)
C. Responsible Use of Technology
➢ Display appropriate use of technology to support learning activities;
➢ Exhibit intellectual honesty and stewardship in the use of technology in the learning process;
II. CRITICAL AWARENESS
➢ Examine and engage in debate and argumentative discourses on issues spanning a depth and
breadth of moral-philosophical, socio-political, economic, gender and environment issues,
among others;
➢ Exercise critical and reflective thinking in the analysis and discussion of texts;
III. SOCIAL RESPONSIBILITY
➢ Exhibit Benedictine core values of prayer and work, discipline, social responsibility and
commutative justice, compassion and peace in their preparation for and active involvement in
class activities and accomplishment of course requirements;
IV. LIFE-LONG LEARNING
➢ Develop an awareness of and appreciation for the relationships between organized discourse and
LIFE;-
➢ Express confidence and knowledge in the active exchange of critical insights into given issues
➢ Exhibit sound logic and reasoning in argumentation
➢ Demonstrate effective style and language use in public speaking tasks
➢ Manage one’s learning through critical and reflective thinking and use of meta-cognitive learning
strategies;
➢ Persevere in the completion of a task

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V. ABILITY TO EMBRACE LIFE IN ITS TOTALITY
➢ Respect and Appreciate everyone’s right to his/her own opinion, to express it, and to stand by it
➢ Demonstrate effective intrapersonal skills, combining personal dynamism and integrity with
good problem-solving, decision-making, innovation, leadership-and-team skills;
➢ Explore traditional and alternative modes of scholarly expression in their work
Schedules: Fridays, 1:30-4:30PM. B-Conference Room 2A
Topic Outline
1. Introduction to the Course
2. Oral Interpretation
3. Listening & Critical Thinking Skills for Effective Public Speaking
4. Process Approach to Public Speaking
5. Techniques, Strategies & Methods for Effective Delivery
6. The Informative Speech
7. The Persuasive Speech
8. Speeches for Special Occasions
9. Argumentation
10. Debate

Course Requirements and Grading System

Oral Performance 70%

(Manuscript and Memorized 10%, Impromptu and Extemporaneous 10%, Informative Speech
10%, Persuasive Speech 10%, Speech for Special Occasion 10%, Argumentative Speech and
Debate 20%)
Written Requirements and Midterm Long Test 20%
(Quizzes, Seatwork, Homework 10%, Speech outlines, drafts, note cards 10%,
Recitation and Participation 10%)

References :
Farrell, T., and Farrell, M. (1997). Public Speaking: Skills for Success. USA: Minor Press Irwin.
Freely, F. and Steinberg, D. (2000). Argumentation and Debate (10th ed.) California: Wadsworth.
Gura, Timothey; and Lee, Charlotte (2005). Oral Interpretation. Boston: Houghton Mifflin
Company.
Jay, R. (1999). The Seven Deadly Skills of Communicating. London: International Thomson
Publishing Inc.
Miranda-Plata, S. et al. (2006). Keys to Making a Difference: A Workshop in Public Speaking,
Critical Listening, and Leadership for a Change. Laguna: Trailblazer Publications.
Scott, J. (n.d.). The Principles of Argumentation. Retrieved on August 23, 2007 from the World
Wide Web. Available from http://www.csun.edu/~hcpas003/argument.html
Sellnow, Deanna D. (2002). Public Speaking: A process Approach. USA: Thomson learning, Inc.
Verderber, R.F. (1997). The Challenge of Effective Speaking. USA: Wadeworth Publishing Co.
Zarefsky, D. (1999).Public Speaking: Strategies for Success (2nd ed.) Boston: Allyn and Bacon.

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Semester Schedule

DATES SPECIFIC TOPIC/SKILL BENCHMARKS LEARNING ACTIVITIES ASSESSMENT RESOURCES/

TOOLS *REFERENCES
-

INTRODUCTION TO THE - Identify qualities of and - -Self-assessment of public - Recitation - Self-assessment

June 18
COURSE
- Public Speaking ‘Diagnostic’:
Extemporaneous Speaking
- Goal-setting
- Overcoming speech anxiety
June 25 ORAL INTERPRETATION
and - Self-&-Peer assessment of
July 2 public speaking skills
LISTENING AND CRITICAL
THINKING SKILLS FOR
PUBLIC SPEAKING
- The communication process
- The rhetorical situation
- Critical listening
- Evaluating speeches critically
July 9 PREPARING FOR PUBLIC
and 16 SPEAKING: A Process Approach
- Analyzing one’s audience
- Ethics: Respect for audience,
topic, and occasion
- Selecting & developing a
techniques in effective public speaking skills - Quiz form
speech - Short lecture - Journal entries - Reflective journal
- Examine the elements and - Lecture and class discussion - Self-testing materials - Audio recording,
dynamics of communication - Small and big group video splice of
and rhetoric discussions sample speeches
- Practice strategies to manage - Reflective journal writing (Great Speeches,
nervousness in public speaking AVC)
- Worksheets
-
- Practice interpreting different - Listening exercises (e.g., - Listening journal log - Listening journal
literary texts listening and retelling) - Journal entries - Reflective journal
- Identify obstacles to effective - Brainstorming - Critique paper - Graphic organizers
listening - Reflective journal writing - Sample graphic - Audio recording of
- Listen critically to a lecture - Listening journal logging organizers and notes sample speeches
by mapping key ideas and - Discourse analysis of - Recitation - Voice recorder
taking effective notes sample speeches - Speaking activities - Handouts
- Explore how critical thinking - Viewing/listening to * Gura & Lee, 2005
is applied in speaking excerpts of sample speeches * Verderber, 1997
situations - Recording of sample
- Use critical listening to conversation discourse for
evaluate speeches evaluation
- Explore how the audience - Profiling of target audience - Worksheets * Sellnow, 2002
demographics, culture and of video-recorded speeches - Quiz - Worksheets
psychology affect listeners’ - Class discussion - Recitation - Rubrics
receptivity to a speech - Short lecture - Speaking activities - Handouts
- Use gender- and culture- - Speaking exercise - Audience profile - Audience profiling
sensitive language - Brainstorming report form
- Consider key criteria in - Library research - Annotated - Books, journals,

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 topic
- Researching on the topic
- Sound reasoning
- Organizing the speech
- Outlining the speech
- Preparing & using speaking
notes
July 23 SPEECH DELIVERY
- Voice articulation and proper
voice care
- Platform techniques
(nonverbal aspects of speech
delivery)
- Different methods of
delivery (manuscript,
memorized,
extemporaneous,
impromptu)
July 30 INFORMATIVE SPEECH
and - Analyzing and evaluating
August informative speeches
6 - Selecting a topic
- Researching on the topic
- Organizing information
- Informative strategies
- Use of visual aids
- Midterm Long Test (written)
choosing a good topic for a
speech
- Acknowledge sources
properly
- Organize information
obtained from research
- Make a speech plan
- Identify good practices for
proper voice care
- Practice articulating critical
sounds in English
- Interpret nonverbal
communication
- Manage nonverbal signals
effectively
- Apply platform techniques in
the delivery of manuscript,
memorized, extemporaneous,
and impromptu speeches
- Critique informative speeches
- Study and apply strategies in
informing/educating the
audience
- Prepare and deliver an
informative speech
- Make effective and
appropriate visual aids
- Conducting interviews and
surveys for data gathering
- Outlining
- Preparing note cards with
speaking notes
- Lecture/ workshop on
proper voice care and
articulation of sounds in
English (resource persons:
voice doctor, call center
trainer)
- Vocalization and breathing
exercises
- Observation of actual
public speaking events
- Video taping of speech
delivery
- Self- and peer-assessment
of speech
- Short lecture
- Class discussion
- Viewing and evaluation of
sample informative speeches
- Brainstorming
- Library work
- Visual aids preparation
- Practice sessions
- Peer- and self-evaluation
bibliography magazines, Internet,
- Outline of speech and other potential
- Speaking notes references for research
- Video recording of
sample speeches
- Self- and peer- - Handouts
assessments - PowerPoint
- Performance and - Casette player and
participation in taped vocalization
workshop activities drills
- Quizzes - Speech laboratory
- Manuscript speech facilities
delivery * Farrell & Farrell ‘97
- Memorized speech - Video camera and
delivery television for
- Extemporaneous playback/review of
speech delivery video taped speeches
- Impromptu speech - Assessment forms
delivery
- Critique of - Video-taped
informative speeches informative speeches
- Speech outlines and - Handouts
drafts - Library facilities
- Visual aids - Materials for visual
- Informative speech aids preparation
delivery (major) - Rubrics
- Peer- and self- - Assessment forms
assessment * Jay, 1997
* Miranda-Plata, 2006
* Zarefsky, 1997
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 PERSUASIVE SPEECH
August
13 and - Comparing informative and
persuasive speeches
20
- Analyzing and evaluating
persuasive speeches
- Requirements of and
constraints on effective
persuasive speaking
- Using motivational appeals
- Organizing for persuasion
SPEECH FOR SPECIAL
August
OCCASION
27 and
- Fitting speech to the
Sept. 3
occasion
- Deliberative speaking (oral
reports and presentations)
- Ceremonial speaking (tribute,
awards, acceptance, toast)
- Other speeches
(introductions, inspirational,
commencement)
ARGUMENTATIVE SPEECH
Sept. 10
AND INTRODUCTION TO
DEBATE
- The nature of argumentation
- Critical thinking in debate
- Structure and types of
reasoning
- Explore the differences - Viewing and critique of
between informative and advertisements, sales
persuasive speech strategies presentations, and other
- Evaluate persuasive speeches forms of persuasive speech
- Examine the dynamics of - Short lecture
persuasion - Class discussion
- Practice motivational appeals - Workshop
- Prepare and deliver a - Data gathering
persuasive speech - Practice sessions
- Peer-&-self-evaluation
- Examine how the nature of - Short lecture
the speaking occasion - Viewing of special
influences the speech occasion speeches
- Consider expectations in - Class discussion (small and
given speaking occasions big group)
- Differentiate deliberative and -Brainstorm and Plan
ceremonial speaking occasions - Planning
- Prepare and deliver different - Simulations
deliberative and ceremonial - Practice sessions
speeches - Peer- and self-evaluation
- Examine the dynamics of - Lecture
argumentation and compare - Observation of an actual
with other goals of speaking debate
- Exercise critical thinking in - Application exercises
planning and presenting a case - Data gathering
for debate - Debate preparation
- Identify fallacies in reasoning - Practice sessions
- Critique presented arguments - Peer- and self-assessment
- Recitation - Video-taped TV ads,
- Critique of sales presentations,
persuasive speeches and other forms of
- Persuasive speech persuasive speech
delivery (major - Library facilities
speech) - Handouts
- Peer- and self- - Rubrics
assessment - Assessment forms
* Jay, 1997
* Miranda-Plata, 2006
* Zarefsky, 1997
- Recitation - Video-taped special
- Critique of special occasion speeches
occasion speeches - Handouts
- Special occasion - Rubrics
speech delivery (major - Assessment forms
speech) * Jay, 1997
- Peer- and self- * Miranda-Plata, 2006
assessment * Zarefsky, 1997
- Quiz - Handouts
- Recitation - Library facilities
- Debate - Rubrics
- Argumentative - Assessment forms
speech delivery (major * Freely & Steinberg,
speech) 2000; and Scott, 2007
- Peer- and self-
assessment
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 - Fallacies
- Presenting the case
(composition and delivery)
Sept. 24 DEBATE continued
and - The Nature of the
October
6 Argument
- Debate Roles, Rules, and
Procedures
- Premises and Conclusions
- The Burden of Proof
- Gathering Evidence
- Your Argument
- The Rejoinder
- Argumentative speech
delivery/ debate
- Understand and identify
arguments, either explicit or - Lecture & Discussion - Recitation & - powerpoint
implied, and the goals of the - Application Exercises Discussion presentation
participants in the different - Pair Work, Team Work - - Participation - video lecture
types of dialogue Debate Games - Debate Procedure - sample propositions
- Identify the premises from - Library Work Rubrics - sample transcriptions
which conclusions are derived - Practice Debates of debates
- Establish the "burden of - Peer-&-Prof Evaluation * Freely & Steinberg,
proof" — determining who - Active Critiquing 2000; and Scott, 2007
made the initial claim and is be
responsible for providing
evidence why one’s position
merits acceptance
- Marshal evidence for one’s
position in order to convince
or force the opponent's
acceptance
provided for opponent’s
argument
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