ACADEMIC STANDARDS COMMITTEE

Request For Foundations Credit Form

All of the information noted below must be included in the request form. Failure to show how the request for foundations credit directly addresses each of the three ECU Foundations Goals for the course area may result in the request being denied.

ECU Goals of the Liberal Arts Foundations Curriculum are available online at:

http://author.ecu.edu/cs-cad/fsonline/customcf/committee/as/liberalartsfoundation.htm.

A. Basics (for items 1-16, for cross-listed courses provide two or more sets of information, as appropriate, under each category)

1. Foundations Course Area (Arts, Humanities, Basic Sciences, Basic Social Sciences, Health Promotion and Physical Activity, Writing Competence, Mathematics Competence).

Arts

2. Department in which the course will be taught.

3. Department Administrator’s title, name and email.

4. Course Prefix, Number and Name.

COMM 2020, Fundamentals of Speech Communication

5. Number of credit hours.

6. Prerequisites (if applicable).

7. Course description as it will appear in the catalog and a detailed course syllabus with a weekly schedule of topics to be discussed which should reflect foundation goals.

COMM 2020 fosters an appreciation of the art of speech communication with an emphasis on critical analysis and evaluation of oratorical methods, skills, and aesthetics.

(Syllabus attached)

8. School in which the course will be taught (if applicable).

School of Communication

9. School director’s name and email (if applicable).

Dr. Linda Kean, Director, School of Communication, keanl@ecu.edu

10. College in which the course will be taught.

College of Fine Arts and Communication

11. College dean’s name and email.

Dr. Jeff Elwell, elwellj@ecu.edu

12. Date approved by department curriculum committee and chairs initials.

4/14/09 Todd Fraley, Coordinator for Undergraduate Studies, Chair SOC Curriculum Committee

13. Date approved by department voting faculty and PC chairs initials.

4/15/09 Dr. Harrell Allen (term ended Spring 2009)

14. Date reviewed by department chair and his or her initials.

4/15/09 Dr. Linda Kean

15. Date approved by the Harriot College curriculum committee and chairs initials.

16. Date forwarded to Academic Standards.

9/25/09

The purpose of the information provided below is to enable Academic Standards Committee members to determine whether or not it is reasonable to believe that the course named above will satisfy the three or four specific goals for all courses in its area that are stated in ECU Goals of the Liberal Arts Foundations Curriculum are available online at:

http://author.ecu.edu/cs-cad/fsonline/customcf/committee/as/liberalartsfoundation.htm.

B. Using the Foundations Goals listed under the course’s area:

Goal 1. Students will learn the subject matter, the practice, the history, or the appreciation of the subject matter of at least one art form.

This course will focus on developing an appreciation of public speaking as an art form. Students will cultivate an ability to appreciate oratory as public performance and analyze and evaluate the aesthetics of good public speaking including organization and content.

Readings used to meet Foundations Goal One:

Lucas, S. (2008). The Art of Public Speaking. 10^th ed. Boston: McGraw-Hill.

Selected chapters.

Viewings used to meet Foundations Goal One:

Anita Faye Hill’s “Statement to the Senate Judiciary Committee”

Edward Kennedy’s “Eulogy for Robert Francis Kennedy”

Professional and student speeches available with “The Art of Public Speaking” textbook

Goal 2. Students will learn the creative methods and skills utilized by one or more disciplines in the Arts, or they will learn the research methods used in scholarship addressing the history or appreciation of at least one of the Arts.

The course will teach students the principles of how great speeches are constructed and performed. Rhetorical analysis is the primary tool used in the field of communication to investigate such topics as speaking context, organizing ideas, creating persuasive arguments, and the impact of space and time on the speaking moment. Students will be able to recognize, examine and critique such linguistic devices as metaphor, imagery, and rhythm.

Readings used to meet Foundations Goal Two:

Lucas, S. (2008). The Art of Public Speaking. 10^th ed. Boston: McGraw-Hill

· Chapter 7: Supporting your Ideas

· Chapter 8: Organizing the Body of the Speech

· Chapter 9: Beginning and Ending the Speech

· Chapter 11: Using Language

Sprague, J. and Stuart, D. (2005). Motivational Appeals. The Speaker’s Handbook. 7^th edition. Belmont, CA. Wadsworth.

Sprague, J. and Stuart, D. (2005). Reasoning. The Speaker’s Handbook. 7^th edition. Belmont, CA. Wadsworth.

Viewings used to meet Foundations Goal Two:

John Fitzgerald Kennedy “Cuban Missile Crisis”

Ronald Wilson Reagan “Shuttle Challenger Disaster Speech”

Hillary Rodham Clinton “Women’s Rights are Human Rights”

Barack Hussein Obama “2004 DNC Keynote Address”

Professional and student speeches available with “The Art of Public Speaking” textbook

3. Goal 3. Students will learn about the Arts’ contribution to society, to culture and to life in general. Students will learn how the Arts relate to other academic areas and to the non-academic world.

To appreciate and evaluate the power and social relevance of good public speaking, a student must first understand the relationship of the speaker to the historically and contextually specific rhetorical situation, the speaking context. It is of great import to recognize the cultural significance and impact public oratory has on ideas of leadership, social change and cultural norms. Students will apply this knowledge to their critique of both famous and historically noteworthy speeches as well as those given by their contemporaries.

Readings used to meet Foundations Goal Three:

Excerpts from: Bitzer, L. (1972). The Rhetorical Situation. Philosophy and Rhetoric, 1, 1-14.

Lucas, S. (2008). The Art of Public Speaking. 10^th ed. Boston: McGraw-Hill

· Chapter 1: The Tradition of Public Speaking

· Chapter 2: Ethics and Public Speaking

Viewings used to meet Foundations Goal Three:

Martin Luther King, Jr. “I Have a Dream”

Barbara Pierce Bush “1990 Wellesley College Commencement Address”

Richard Milhouse Nixon “Checkers”

Professional and student speeches available with “The Art of Public Speaking” textbook

COMM 2020: Fundamentals of Speech Communication

Course Description

COMM 2020 fosters an appreciation of the art of speech communication with an emphasis on critical analysis and evaluation of oratorical methods, skills, and aesthetics.

The following speeches will be considered. Other speeches might be considered as the need arises.

Martin Luther King, Jr. “I Have a Dream”

John Fitzgerald Kennedy “Cuban Missile Crisis”

Anita Faye Hill’s “Statement to the Senate Judiciary Committee”

Richard Milhouse Nixon “Checkers”

Ronald Wilson Reagan “Shuttle Challenger Disaster Speech”

Hillary Rodham Clinton “Women’s Rights are Human Rights”

Barbara Pierce Bush “1990 Wellesley College Commencement Address”

Barack Hussein Obama “2004 DNC Keynote Address”

Professional and Student Speeches available with “The Art of Public Speaking” textbook

Textbooks

Lucas, S. (2008). The Art of Public Speaking. 10^th ed. Boston: McGraw-Hill

Readings available on Blackboard

Aristotle. (1992). Introduction. In H. Lawson-Tancred (Trans.) The Art of Rhetoric. Originally Published ca. 350 B.C.

Bitzer, L. (1972). The Rhetorical Situation. Philosophy and Rhetoric, 1, 1-14.

Sprague, J. and Stuart, D. (2005). Motivational Appeals. The Speaker’s Handbook. 7^th edition. Belmont, CA. Wadsworth.

Sprague, J. and Stuart, D. (2005). Reasoning. The Speaker’s Handbook. 7^th edition. Belmont, CA. Wadsworth.

Hopkins, P. Handouts on reducing anxiety.

This course receives Foundation Curriculum credit in the arts, meeting the following three goals:

Goal 1. Students will learn the subject matter, the practice, the history, or the appreciation of the subject matter of at least one art form.

Readings used to meet Foundations Goal One:

Lucas, S. (2008). The Art of Public Speaking. 10^th ed. Boston: McGraw-Hill.

Selected chapters.

Viewings used to meet Foundations Goal One:

Anita Faye Hill’s “Statement to the Senate Judiciary Committee”

Edward Kennedy’s “Eulogy for Robert Francis Kennedy”

Professional and Student Speeches available with “The Art of Public Speaking” textbook

Readings used to meet Foundations Goal Two:

Lucas, S. (2008). The Art of Public Speaking. 10^th ed. Boston: McGraw-Hill

· Chapter 7: Supporting your Ideas

· Chapter 8: Organizing the Body of the Speech

· Chapter 9: Beginning and Ending the Speech

· Chapter 11: Using Language

Sprague, J. and Stuart, D. (2005). Motivational Appeals. The Speaker’s Handbook. 7^th edition. Belmont, CA. Wadsworth.

Sprague, J. and Stuart, D. (2005). Reasoning. The Speaker’s Handbook. 7^th edition. Belmont, CA. Wadsworth.

Viewings used to meet Foundations Goal Two:

John Fitzgerald Kennedy “Cuban Missile Crisis”

Ronald Wilson Reagan “Shuttle Challenger Disaster Speech”

Hillary Rodham Clinton “Women’s Rights are Human Rights”

Barack Hussein Obama “2004 DNC Keynote Address”

Professional and Student Speeches available with “The Art of Public Speaking” textbook

Goal 3. Students will learn about the Arts’ contribution to society, to culture and to life in general. Students will learn how the Arts relate to other academic areas and to the non-academic world.

Readings used to meet Foundations Goal Three:

Excerpts from: Bitzer, L. (1972). The Rhetorical Situation. Philosophy and Rhetoric, 1, 1-14.

Lucas, S. (2008). The Art of Public Speaking. 10^th ed. Boston: McGraw-Hill

· Chapter 1: The Tradition of Public Speaking

· Chapter 2: Ethics and Public Speaking

Viewings used to meet Foundations Goal Three:

Martin Luther King, Jr. “I Have a Dream”

Barbara Pierce Bush “1990 Wellesley College Commencement Address”

Richard Milhouse Nixon “Checkers”

Professional and Student Speeches available with “The Art of Public Speaking” textbook

Learning Objectives

Students in the course will learn to:

Appreciate the tradition of public oratory as an art form;
Recognize the artistic and aesthetic dimensions of public oratory;
Evaluate public oratory as situated within particular historical and social contexts;
Apply rhetorical analysis to public speaking;
Identify, analyze and evaluate the social significance and influence of oratory;

Recognize, examine and critique such linguistic devices as metaphor, imagery, and rhythm.

Course Requirements and Assignment Weights

Your final grade in the course will be determined by the following exams, weighted as follows:

Exam 1 (worth 100 points)

Exam 2 (worth 100 points)

Exam 3 (worth 100 points)

Final Exam (cumulative, replaces the lowest exam grade)

This course will use the following grading scale:

A 270-300

B 240-269.9

C 210-239.9

D 180-209.9

F Below 180

Email

You should check your email every day for class messages. For all emailing in this class you are required to use your ECU email account. I will filter out emails from any other account. In addition to making sure that you put 2020 in the subject line, please do indicate what your message is about (e.g., “2020 Exam 1”). Think of every e-mail you send as an opportunity to demonstrate good communication skills and practice professionalism. Be concise and professional in tone. Include a salutation and signature. And always proofread your email for careless errors. I will normally read and respond to your e-mails between 8am Monday and 5pm Friday. During the work week, if I take longer than 48 hours to respond (weekends excluded) feel free to resend your email. Emails that do not follow these guidelines will receive a response asking you to review the syllabus.

Student Conduct and Language Use

As part of our ongoing commitment to treating members of our learning community with care and respect, you are expected to: turn off all cell phones, clear your desk of all distractions, and focus your full attention on class matters. Private conversations during class are rude and will not b tolerated. You also may not work on assignments for other classes or text your friends during class. You may not read the paper or do homework for another class. You will be reminded of this throughout the semester as needed.

The School of Communication at East Carolina University requires the use of nonsexist and nondiscriminatory language in written and oral communication by students and faculty. Profane and offensive language will also not be tolerated.

Students enrolled at East Carolina University are expected to uphold at all times the highest standards of conduct. Students are also expected to behave with propriety and to respect the rights and privileges of others. They are expected to abide by the laws of the city, state, and nation and by all rules and regulations of ECU. Failure to do so may result in a formal sanction or separation from the university. Registration at the university implies the student’s acceptance of the published academic regulations and all other rules found in any official publication or announcements. Conduct regulations, including the academic integrity policy, are described in the Student Handbook Online (http://www.ecu.edu/studenthandbook/).

Finally, it is a violation of University policy (and North Carolina law) to bring weapons, drugs, or animals into a University building. These items are strictly prohibited.

Academic Integrity

Academic integrity is a fundamental value of higher education in general and East Carolina University in particular. Therefore, I will not tolerate acts of cheating, plagiarism, or falsification, nor will I tolerate attempts to cheat, plagiarize or falsify. Should I determine that an academic integrity violation has taken place, I reserve the right either to assign a grade sanction or to refer the case to the Office of Student Conflict Resolution for a hearing. The Academic Integrity Policy including definitions and procedures may be found at http://www.ecu.edu/studentlife/scr.

Disability Services

East Carolina University seeks to comply fully with the Americans with Disabilities Act (ADA). Students requesting accommodations based on a disability must be registered with the Department for Disability Support Services located in Slay 138; (252) 737-1016 (Voice/TTY).

Emergency Weather

In the event of weather emergencies, students can access information about ECU through the following sources: ECU emergency notices http://www.ecu.edu/alert or the ECU emergency information hotline 252-328-0062.

Continuity of Instruction

During a pandemic or catastrophic event, and after all face-to-face instruction has been suspended, communication for our class will take place through Blackboard. In the event of an emergency, log onto Blackboard for information on class instruction.

COURSE CALENDAR

Modifications to the schedule may be needed as the course progresses; these will be announced. It is your responsibility to keep up with announced schedule changes. Readings should be completed prior to class on the day listed below.

DATE	TOPIC	DUE
UNIT 1: The Speaking Context
T	Introduction to Public Speaking as Art
Th	The Tradition of Public Speaking: History and Components of Public Speaking	Lucas, Chapter 1

T	Ethics and Public Speaking	Lucas, Chapter 2
Th	The Rhetorical Situation	Bitzer

T	Role of the Audience in the Art of Speaking The Importance of Social Context	Lucas, Chapter 5
Th	Applying the Speaking Context to MLK’s “I Have a Dream”	View Speeches

T	Applying the Speaking Context to BPB’s “1990 Wellesley College Commencement Address,” RMN’s “Checkers”	View Speeches
Th	Applying the Speaking Context to Professional Presentations	View Speeches

T	Applying the Speaking Context to Student Speeches	View Speeches
Th	Exam 1
UNIT 2: Rhetorical Methods: Speech Organization and Content
T	Strategic Oratory: Societal impact of public speaking	Lucas Chapter 8
Th	Beginning and endings speeches: Compelling the audience	Lucas Chapter 9

T	Rhetoric: the Art of supporting ideas with evidence	Lucas Chapter 7
Th	Making an argument	Sprague, “Reasoning”

T	Motivational appeals	Sprague” Motivational Appeals”
Th	Analyzing Organization and Content in JFK’s “Cuban Missile Crisis Address,” BHO’s “2004 DNC Keynote Address”	View Speeches

T	Analyzing Organization and Content in HRC’s “Women’s Rights are Human Rights,” RWR’s “Shuttle Challenger Disaster”	View Speeches
Th	Analyzing Organization and Content in Professional and Student Speeches	View Speeches

T	Exam 2
UNIT 3: Social and Historical Context and Impact
Th	Using Language to Move an Audience	Lucas Chapter 11

T	Speech Delivery: The Aesthetics of Public Performance	Lucas Chapter 12
Th		Lucas Chapter 13

T	Speech Anxiety: Impediments to good public speaking	Hopkins
Th	Critiquing Speech Delivery--Anita Faye Hill’s “Statement to the Senate Judiciary Committee”	View Speeches

T	Critiquing performance-EMK’s “Eulogy for Robert Francis Kennedy”	View Speeches
Th	Critiquing performance—Professional and Student Speeches	View Speeches

T	Exam 3
Th	Course Review

	Final Exam: See University Exam Calendar for Date/Time