CHS151_13387 FRESH SPEECH SYLLABUS

CHS Fresh Speech Comm, 1
CHS151
FRESHMAN SPEECH COMMUNICATION
George B. Sánchez-Tello Spring 2015
Office: JR 102 Number: 13387
Email: George.sanchez@csun.edu Room: JR 302
Phone: 213-379-0564 Monday & Wednesday, 9:30 a.m. – 10:45 a.m.
Office Hours: 8:15 a.m., Monday & Wednesday
Public speaking is frightening. A 2014 study found more than a quarter of all Americans are
afraid of public speaking – more than heights, bugs, snakes, drowning, flying, darkness, clowns
and ghosts. Yet we speak publicly all the time. In our lives, we will address a large group – be it
a class room, a wedding, a quinceañera or presentation at work.
Over the semester, we will become better at speaking publicly. We will learn to manage our
anxiety. In doing so, we will also build community - in the classroom and outside these walls.
After all, if we aren’t strangers anymore, then why worry about speaking with friends?
COURSE DESCRIPTION
This course is designed to help you develop effective verbal
communication skills through the study and practical
application of basic speech forms. The textbook and lecture
focus on principles of effective speech communication and
their practical application. Attention will be given to
individual and group communication activities designed to
improve one’s ability to organize, reason critically and to
listen effectively. The basic premise of this course is that
public speaking is a vital skill that anyone can obtain with a
commitment to understanding and practice. Thus, you are required to develop and deliver several
speeches and to participate in class via peer evaluations during speech presentations. This course
fulfills section S-4 of General Education Prerequisites: EPT score of 151 or better or EPT and a
grade of credit in CHS 097 and/or 098, if appropriate.
COURSE GOALS
The objective of the course is the exploration, and discussion of communication practices.
Specifically, you will learn:
a) the importance of critical thinking;
b) the importance of organization and research;
c) to develop effective listening and analytical skills;
d) to construct full-sentence outlines and keyword outlines;
e) to write a speech with a main purpose and thesis;
f) to support ideas clearly, vividly and logically;
g) to understand and evaluate reasoning;
h) to analyze and adapt to an audience;
i) to successfully manage apprehension and anxiety about
public speaking.

LEARNING OUTCOMES
The following G.E. SLO’s will be addressed on this course
 Apply critical thinking skills when listening, reading and speaking.
 Create, organize and support ideas for various types of oral presentations.
 Evaluate contexts, attitudes, values and responses of different audiences.
 Identify, evaluate, and apply different styles of presentation utilizing effective delivery
techniques in public speaking.
 Demonstrate acceptable ethical standards in research and presentation materials, including
proper verbal citation.
Core to any classroom should be community
building. This class should transition from an
assignment of strangers to a gathering of peers,
advocates and friends. To transform this
classroom into a supportive community, we need
to be intentional in our actions. We must also be
present – physically, intellectually, emotionally
and spiritually. This has the potential to
transform your student experience. For the
specific purpose of this class, the more
comfortable you are with your classmates, the
more at ease you will be – provided you practice and prepare – when you deliver your speech.
As I ask of myself, I will ask of you: be prepared, be on time, be present and be open.
COURSE POLICY
CLASS PARTICIPATION and RESPONSIBILITIES: As a workshop and skills-oriented
class, attendance is critical. You learn by watching famous speeches, giving speeches, listening to
other student speeches, critiquing speeches, listening to lectures, discussing textbook concepts in
class and by participating in group learning activities. Your participation is critical to the success
of this class. Participation is mandatory and requires you put forth your best effort in (a)
preparing your presentations; (b) preparing for and contributing to lessons, discussions, projects
and assignments; and (c) attending—and listening to—your classmates’ speeches.
 It is never acceptable to miss class on days you are assigned to speak unless you are too ill
to attend or there is a valid emergency within your immediate family.
 If for some unforeseen reason you are late to lab on a speech day, do not enter the
classroom while someone is speaking; wait until you hear applause before entering.
Anyone who enters the classroom during a speech will receive a five point grade
deduction on his or her own speech. Likewise, anyone texting, working online or
allowing a cell phone to ring during another’s speech will be docked five points on his
or her own speech.
 Difficulty with discussion or lecture should be directed to me during office hours.
ATTENDANCE POINTS: To achieve the goals of this course successfully, a high rate of
attendance, is necessary. Therefore, points will be added or deducted accordingly.

Classes Missed Total Points Awarded/Penalized
0 28 out of 25 possible points (3 bonus points)
1 27 out of 25 possible points (2 bonus points)
2 26 out of 25 possible points (1 bonus point)
3 25 out of 25 possible points (no bonus)
4 21.25 out of 25 possible points (-3.75 points)
7 10 out of 25 possible points (-15 points)
An additional 3.75 points (15%) will be deducted for each additional absence
IMPORTANT - 3 tardies= 1 absence
Attendance will be taken daily. It is your responsibility to sign in before or after class. It is
your responsibility to be in class or make arrangements for someone in class to get class notes
and assignments for you. Do not expect the professor to email you assignments if you miss a
class. If you know in advance that you will miss a specific day, talk to your professor ahead of
time.
EXCUSED ABSENCES: Excused absences consist of school-related field trips with proper
documentation, documented illness—verifying you were too sick to attend class, a family
emergency, or other extenuating circumstances (determined at my discretion and only considered
with proper documentation). Please note that excused absence documentation must be copied on
a full sheet of paper, with your name, signature, and the date/s missed written on it—keep your
original documentation until the end of the semester.
MISSED WORK: If you have an unexcused or excused absence you are held accountable for
material covered in those classes as it relates to all future assignments, including tests. It is your
responsibility to contact a fellow student to find out what you missed.
Make Up Work General Policy: If you are going to miss a test, your scheduled speech or a
learning activity you must send me a message by email 24 hours before the start of the class,
saying you will not be there and why. There are no make-up assignments for full credit without
an excused absence.
Make Ups for Excused Absences. If you have an excused absence from lecture, you must speak
with me about missed material prior to, or the day you return to class—failing to follow this
procedure will result in forfeiture of any make ups or the same grade deduction applied to
unexcused make up work. Should you miss a test, scheduled speech, learning activity, or lab
assignment because of an excused absence, you are responsible for making arrangements with
me for a make-up. All make up work for excused absences must be completed within two weeks
of the student’s return (unless the student is otherwise incapacitated).

Make Ups for Formal Speeches (Informative, Persuasive, Special Occasion) for those with
Unexcused Absences. Failure to speak on the date assigned (without notification/documentation)
will result in a deduction of half the total worth of the speech.
Make Ups Tests for those with Unexcused Absences. If you miss a test, you must contact me
before or immediately after to make arrangements. Missing a test will result in one full letter
grade (10%) deduction for each meeting time the test is delay (unless proper documentation is
provided).
Make Ups for All Other Assignments with Excused Absences. If you miss class work due to an
illness, qualified school field trip, or bona fide emergency for which you are able to provide the
necessary documentation, then you will have one week from the date you return to class to
complete all make up work. Failure to complete such work in a timely manner and upon your
return will result in the same grade point deductions/penalties as unexcused absence work.
Make Ups for All Other Assignments with Unexcused Absences. If your absence is unexcused,
no makeup assignments will be offered.
ACADEMIC DISHONESTY
The maintenance of academic integrity and quality education is the responsibility of each student
within this university and the California State University system. Cheating or plagiarism in
connection with an academic program at a campus is listed in Section 41301, Title 5, California
Code of Regulations, as an offense for which a student may be expelled, suspended, or given a
less severe disciplinary sanction.
Please see: http://www.csun.edu/~vcspc00g/303/achonesty.html.
The academic honor system is based on the premise that each student has the responsibility 1) to
uphold the highest standard of academic integrity, 2) to refuse to tolerate violations of academic
integrity in the University community, and 3) to foster a high sense of integrity and social
responsibility on the part of the University community.
 In this course, it is unethical to use as your own any material prepared in whole or in part
by someone else. It is unethical to abstract a speech in part or totally from a source and
pretend that it is your own work.
 If you use material that is not your own, from any source whatsoever, you must provide
proper citation—a footnote, endnote, parenthetical reference, etc.—to the source of the
material, even if it is a personal communication from another individual, and you must
cite the source accordingly in a bibliography.
 Material taken verbatim from another source must be enclosed in quotation marks and
attributed as in #2 (above).
 Material not taken verbatim from a text, but paraphrased must also be attributed as in #2
above.
 If you use material that is your own (from previous presentations, papers, etc.), it must be
significantly altered and you must seek the permission of your instructor before using
said material—not doing so qualifies as a violation of the honor code.

 It is unethical to cheat on a test—whether it be cheating off another or letting someone
cheat off of you.
Persons violating the Academic Honor Code on any outline, speech, paper, test, or assignment in
this class will receive a minimum penalty of a grade of zero (0) for the assignment in question
and possible additional penalties—including a failing grade in the course, indication of the
infraction in one’s permanent file, and possible expulsion from the University. In short, a student
committing any act of academic dishonesty will run a serious risk of harming his or her future
educational or employment opportunities.
UNFORSEEABLE CIRCUMSTANCES: If you suffer extenuating circumstances during the
semester that prevent your successful completion of the course, please inform me immediately as
things occur. I am happy to work with you during the semester, but will not address such
concerns after the fact.
ADA STATEMENT: In compliance with the Americans with Disabilities Act (ADA), all
qualified students enrolled in this course are entitled to “reasonable accommodations.” Please
notify me during the first week of class of any accommodations needed for the course. Students
with disabilities must register with the Center on Disabilities and complete a services agreement
each semester. Staff within the Center will verify the existence of a disability based on the
documentation provided and approved accommodations. Students who are approved for test
taking accommodations must provide an Alternative Testing Form signed by a counselor in the
Center on Disabilities prior to making testing arrangements. The Center on Disabilities is located
in Bayramian Hall, room 110. Staff can be reached at 818.677.2684.
ADDING & DROPPING: According to CSUN’s regulations, if you enroll in a course and do
not officially drop it, you will remain enrolled and will receive a grade, even if you never attend.
There are no “automatic” drops and I cannot drop you from any of my classes. February 6th is
the last day to add, drop, or change grading basis for this course. Withdrawals after this point
can be obtained only for “serious and compelling reasons,” if the student has completed 80% of
the class and require, among other things, that you petition Admissions and Records.
GRADING CRITERIA: This is a college course, and you are expected to perform as such.
Please plan, prepare and participate accordingly.
Total Possible Points Assignment
100 (20%) Informative Speech (5-7 minutes)
125 (25%) Persuasive Speech (6-8 minutes)
50 (10%) Special Occasion Speech (4-6 minutes)
75 (15%) Learning Activities, Mini Speeches, and Homework
25 (5%) Self-Critique
50 (10%) Textbook Test I
50 (10%) Textbook Test II
25 (5%) Attendance and Participation

DISTRIBUTION: Grade distribution is a hard scale, meaning there will be no rounding up or
down. For example, the score of 89.6% points out of a possible 100% points B+ (not an A-).
A 100%-94% B- 83% - 80% D+ 69% - 67%
A- 93% - 90% C+ 79% - 77% D 66% - 64%
B+ 89% - 87% C 76% - 74% D- 63% - 60%
B 86% - 84% C- 73% - 70% F <59%
SPEECHES
You will give a series of three major speeches during the semester—an informative speech, a
persuasive speech, and a special occasion speech. To receive a passing grade for this class, all
three major speaking assignments (informative, persuasive, and special occasion) must be
completed. You must credit any and all sources you use both in your outlines and in your
speeches. The best speeches do not rely heavily upon a single source, but represent ideas
formulated from several sources. Source materials should be used for building background
knowledge about a subject and bolstering credibility.
Speaking Schedule: By the second week of term, I will distribute the class speaking schedule.
Please double-check to be sure that you appear under each heading. You will be responsible for
speaking on the specific dates listed in the order listed.
Timing: Please note the time limitations of the speech assignments. Learning to properly time
one’s speeches is a critical element of this course. Penalties will be assessed for falling short or
going over, and, in some cases, students may be asked to stop (when this happens, a student is
only graded on the portion of the speech presented).
Topics: For your three formal speeches you are expected to turn in your topic and thesis
statement to your instructor in advance of your speech.
Reminder: There are a few things that the university frowns on when it comes to bringing certain
items to class. Never bring a firearm or ammunition of any sort (including fireworks); never bring
illegal substances; never bring alcoholic beverages; and, never bring a live animal. As always,
check if you are uncertain as to guidelines.
Outlines and Manuscript: For your informative and persuasive speeches, you will turn in a full
sentence outline prior to speaking. Outlines must be typed, grammatically correct and must
contain all main points and sub-points you address in your speech, transitions, citations, and a
proper bibliography of all sources. A full-sentence, or preparation, outline means that you use full
sentences to express your main points and sub-main points, and any additional sub-points.
FIVE Points will be automatically deducted from your speech grade when:
 You walk into class while a speech is in progress.
 You are chewing gum during your speech.
 You are reading (magazines, other class material) or texting while a classmate is giving
their speech.
 Your cell phone rings during a speech.

 You are working online during a speech.
INFORMATIVE SPEECH: Extemporaneous/Outline 5-7 minutes
Informative speeches typically describe an object, show how something works, report an event, or
explain a concept. The primary goal is to convey knowledge and understanding rather than
change listeners’ attitudes, beliefs, or actions. For this assignment, you should select a topic
about which you can inform your audience. In preparing your speech, be careful not to become
persuasive (that will be appropriate for the next assignment and will result in a loss of points if
done here). Five notecards are allowed.
Your grade will be based upon: (a) choice of topic; (b) use of attention-getting introduction; (c)
preview of the body of the speech; (d) development of three identifiable main points; (e) inclusion
of three citations of source/supporting material; (f) adequate summarization of main points in
conclusion; (g) analysis of/and adaptation to audience; (h) establishment of rapport with audience;
(i) appropriateness of movement, posture, dress, vocals, etc.; and (j) full-sentence outline.
PERSUASIVE SPEECH: Extemporaneous/Outline 6-8 minutes
Persuasive speeches attempt to change or reinforce an audience’s attitudes, beliefs, or actions.
The persuasive speech is more complex and demanding than the informative speech and,
therefore, is worth more points. The three major types of persuasive speeches address questions
of fact, questions of value, and questions of policy. For this assignment, you will use Monroe’s
Motivated Sequence and a topic that reflects the Chicano/a Latina/o experience in the local and
global society. Three notecards are allowed.
Grading will be based upon (a) memorization of the speech (b) choice of subject relevant to
Chicana/o Latina/o experience; (c) organization of speech; (d) adequacy of introduction; (e)
adequacy and development of main points; (f) adequacy of source/supporting material; (g) choice
of evidence and strength of reasoning; (h) adequacy of conclusion; (i) use and appropriateness of
all delivery techniques; (j) use of language; (k) analysis of and adaptation to audience; (l)
establishment of rapport with audience; (m) use of techniques for encouraging the audience to
listen to your perspective; (n) use of techniques to stress commonality of interests with audience;
(o) use of techniques to stress positive value of your position and allay audience fears; (p)
effective use of steps of Monroe’s Motivated Sequence; and (q) full-sentence outline.
SPECIAL OCCASION SPEECH: Extemporaneous/Manuscript 4-6 minutes
A Commemorative speech is a speech that pays tribute to a person (if the person is deceased, the
tribute is in the form of a eulogy), a group of people, an institution, an event, a thing, a place, or
an idea. The subject for your Commemorative speech may be historical or contemporary, famous
or obscure. You are encouraged to select as the focus of your speech someone or some institution
that has had a positive influence on your life. You can also choose an After-Dinner speech, a
speech to entertain that makes a thoughtful point about its subject in a light-hearted manner.
No notecards are allowed. All speeches and toasts must be to real individuals, awards or
institutions.
The grading standards for this assignment will be based upon some or all of the following: a)
appropriate topic; b) effective or attention-getting introduction; c) subject clearly introduced; d)

main ideas easily followed; e) topic dealt with creatively; f) use of evocative, clear, vivid,
colorful/compelling language; g) supporting materials entertaining; h) tasteful humor (if used); i)
adaptation to audience; j) effective verbal and nonverbal delivery; and k) manuscript.
LEARNING ACTIVITIES / MINI SPEECHES / PARTICIPATION: In order to receive an
“A” for learning activities, mini speeches, and homework you must: a) regularly attend class, b)
actively participate in discussion, c) complete quizzes and d) complete assignments on time.
SELF-CRITIQUE: You are expected to review your speech captured on video and then write
thoughtful and honest two-page essay about your overall performance. Please provide evaluative
comments with concrete evidence. For example, when commenting about your delivery, don’t
write, “My delivery was good” or “It was hard for my audience to follow me.” Instead identify a
specific aspect of your overall point to support your comments. For example, “I need to develop a
greater rapport with my audience through stronger eye contact. In my informative speech I looked
down at my notes too much during the body of my speech and when I looked up I tended to just
establish brief eye contact only with students in the front row.” Another example, “I realize that
the audience may not have known when my second major point on “visual elements” ended and
when my third one on “audio components” began. I need to work on using internal summaries,
internal previews, and clear transitions so my audience can better follow my speech.” In addition,
your essay should be:
 Two pages, double-spaced, proofread.
 in essay form with an overall thesis and fully developed paragraphs.
 should have all comments backed up by concrete examples from the speech itself.
TESTING: There are two unit tests given in this course. These tests are designed to measure
your knowledge of course material, to keep you on task with reading, and to encourage attendance
and learning. Tests will cover lecture material, textbook material, handouts and student speeches.
EXTRA CREDIT: Over the course of the semester, governing bodies will convene for public
meetings. Some examples include the CSUN Associated Student Body, United States Forest
Service, Los Angeles City Council, Los Angeles Unified School District Board and the East Los
Angeles Advisory Committee. At each public meeting, public comment is allowed. For extra
credit, study an issue relevant to the governing body, attend a meeting and speak during public
comment. Write a 500 word summary of your experience. Include in the summary a selfie from
the meeting. Turn it in along with a full-sentence outline of your comment.
REQUIRED MATERIALS: (can be purchased at Matador Bookstore)
A Concise Public Speaking handbook, CSUN Edition by Steven A. Beebe & Susan J. Beebe

CLASS SCHEDULE
This schedule is tentative and subject to change—it is intended as a guide. Reading Assignments:
All reading assignments are to be done prior to class for dates listed.
Week 1 January 21
Week 2 Jan. 26
Theoretical Approach
Chapters: 1, 2, 3
DUE: Signed statement of
understanding
Jan. 28
The Audience
Chapters: 5,6,7
Week 3 February 2nd
Delivery
Chapters: 4, 15, 16, 17, 18
Feb. 4
Organization
Chapters: 11, 12, 13, 14
Week 4 Feb. 9th
The Informative Speech
Chapter: 23
DUE: Informative Speech Topic
Feb. 11th
Research
Library
Week 5 Feb. 16th
Informative Speech Workshop
DUE: Informative Speech
Outline and draft
Feb. 18
Informative Speeches
Week 6 Feb. 23rd
Feb. 25
Week 7 March 2nd
March 4
DUE: Self-Critique
Self-Critique Discussion &
Mid-Term Review
Week 8 March 9th
Mid-Term
March 11th
Raza
Chapter: 27
Week 9 March 16th
The Persuasive Speech
Chapters: 24 & 25
DUE: Persuasive Speech Topic
March 18
Persuasive Speech Workshop
Week 10 March 23rd
Persuasive Speeches
March 25th
Persuasive Speeches
Week 11 March 30
Persuasive Speeches
April 1st
Persuasive Speeches
Spring Break
Week 12 April 13th
April 15
The Special Occasion Speech
Chapter: 26th
DUE: Special Occasion Speech
Topic
Week 13 April 20th
April 22

Special Occasion Speech
Workshop
DUE: Special Occasion Speech
Outline
Special Occasion Speech
Workshop
Week 14 April 27th
Special Occasion Speeches
April 29th
Week 15 May 4th
May 6th
Final Review
Final: Wednesday, May 13, 2015 8 a.m. – 10 a.m. JR 302

CHS151_13387 FRESH SPEECH SYLLABUS

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