| COMM 1112-12 <2025-FA> | Help desk | Content |
|---|---|---|
| MO/WE 2:50–4:30pm Behrakis 307 (map) |
Mo–Fr at 13:00 email to schedule Prof. Reagle, <j.reagle> Comm Studies, 215 Holmes Hall Tip: Enter at 41A Leon St. |
Public speaking is an essential part of personal, professional, and civic life. Even if you are nervous in front of others, effective speaking is a skill that you can learn to improve. An effective speaker needs to analyze the speech situation (e.g., the audience), their settings (e.g., noise and space), and objectives (e.g., persuasion). They must then compose a well-organized speech appropriate to their situation and setting. An effective speaker delivers their content in a way that is vivid and effective. But this is not the end, they must also critically and respectfully offer analysis of others’ performances and take feedback on their own.
We will combine an introduction to the key elements of rhetorical theory with practical training and instructor/peer feedback, which is a central element of learning and improvement. Excellent feedback is both substantive and respectful, helping others hone their own skills.
Successful completion of this course enables you to:
To really know shoelaces, you have to tie shoes.—Matthew Crawford (2009) Shop Class as Soulcraft.
This is an active learning course meaning that you will be partaking in class and group discussions, participating in class exercises, and sharing and relating what we learn to the larger world.
I also make much use of the Web. For instance, this syllabus is a Web page that I update; I expect you to bookmark it and follow links. (If you find a broken link or typo, let me know!) You can easily find things on this page with [⌘+f]. You can open links in new tabs with control-click. We will also make use of Google Drive. In emails I often use markdown conventions and respond below your quoted (‘>’) text.
In short, come to class on time and with the readings and assignments completed; be respectful and willing to collaborate. There are no provisions for missed exams or late assignments. If you have an issue, such as needing accommodation—illness, disability, athletic event, or religious obligation—do not plead afterward. Instead, beforehand, offer proposals that show initiative and a willingness to work.
Academic Integrity is of utmost importance: “The promotion of independent and original scholarship ensures that students derive the most from their educational experience and their pursuit of knowledge.” Violations include cheating, plagiarism, and participating in or encouraging dishonesty. If you cheat on an exam, you will receive zero credit and be referred to the Office of Student Conduct. If you plagiarize seven or more words in a row or misuse AI-based tools, the same will follow.
AI-based tools can help and hinder our education. They can tempt us to skip learning and misrepresent our work; this is academic misconduct. They can also be used well and honestly, which requires disclosure and careful effort—they can plagiarize and “hallucinate” facts and sources. Therefore, AI tools cannot be used for quizzes or exams; doing so is misconduct. For anything else, submitted work must substantively be your own; if not, this is misconduct.
All assignments submitted to Canvas must have an appendix with a link to your document’s version history (i.e., a link to itself). Versioning and history are native to HackMD, GDocs, and Pages; if you use MS Word you must use Northeastern’s Office 365 or keep it in your OneDrive/Sharepoint account. Ensure that your documents and their history are publicly accessible from the start by sharing them with me with the Edit permission. I might also ask you to speak about your work with me.
If you use AI tools for improving your work (e.g., ChatGPT for feedback or GrammarlyGo and Quillbot for improving composition), include a note or appendix describing your use, including important prompts; failing to do so is misconduct.
We sometimes use devices in class as part of an activity, but the default policy is for gadgets to be silenced and put away. If you want to use a device throughout the course, email me a device proposal with your intended usage. Device users might also be called upon to perform tasks such as looking things up or taking collaborative notes.
Deviations from classroom professionalism and respect may result in dismissal from class and demerits against your grade. See full course policies for more details.
Projects have specific due dates listed in the schedule. All speeches require a written speech outline and oral delivery in class.
There are 1000 points at stake over the term. This is converted to letter grades based on thresholds, without rounding. For example, 870 is a B+; 869 is not. Due dates are in the schedule.
Create a speech outline. Give a 2–3 minute speech introducing yourself to the class by way of a distinguishing quality. That is, what makes you essentially you? Past speakers have spoken of dorodango, a piece of jewelry, and not stepping on spiders.
You SHOULD NOT use speaker aids (e.g., outline or notes); you CAN NOT use media (e.g., a projected image); you CAN use props (e.g., a memento). Rehearse your speech, but don’t memorize it word-for-word because that leads to flat delivery and “blanking.”
Create a speech outline. Give a 3–5 minute informative speech praising someone or something you believe is interesting and underappreciated. This might be something like “sidewalk curb cuts”, a lesser known state or national park (e.g., Breakheart Reservation), individuals (e.g., “Ada Lovelace”), or groups of people (“oshiya” or “passenger pushers”). Include some context, if necessary, but focus on the underappreciated facet of your subject. This speech has elements of persuasion but the goal is not to convince everyone to agree, but for them to learn something interesting and appreciate why you hold your position.
You SHOULD NOT use speaker aids (e.g., outline or notes); you CAN use media (e.g., a projected image) or props (e.g., a memento); Rehearse your speech, but don’t memorize it word-for-word because that leads to flat delivery and “blanking.”
Give a 5–7 minute persuasive argument for a position associated with a short (fictional) scenario. See the specific instructions from our controversy workshop and Dr. Tim Barr’s exemplar speeches.
You CAN NOT use speaker aids, media, nor props. Rehearse your speech, but don’t memorize it word-for-word because that leads to flat delivery and “blanking.”
You must show all the skills you have learned and trained during this semester in a 5–7 minute speech for (“Affirmative”) or against (“Negative”) a proposition, along with a cross-examination period (of 1 minute for 2 questions followed by 1 minute response).
You will be assigned your proposition and sides at least one week prior to the debates.
You CAN NOT use speaker aids, media, nor props for your speech. You CAN use a single index card or piece of paper to take notes during your partner’s speech. Rehearse your speech, but don’t memorize it word-for-word because that leads to flat delivery and “blanking.”
“Introductory,” “Controversy,” and “Debate” speeches require a short (~500 word / 1 page) self-critique with suggestions for improvement. You might consider what you planned for, what actually happened, and what you might’ve improved on. Transcribe your speech from a video or audio recording. Transcriptions must be word-by-word, including errors, fillers, pause indicators, etc. “Debate” does not require you to transcribe your partner’s oration.
Use double-spacing an APA citations for references to our texts as needed.
Short and unprepared speeches given throughout the semester.
Participation entails much more than (even perfect) attendance; participation is assessed rigorously. Please see participation assessment for more.
Unexcused absences will affect your participation grade. Excused absences are shared with the instructor beforehand and include: athletic, religious, health and disability accommodations, and two Wellness Days (via Student Hub).
Our college requires all students to complete TRACE evaluations at the end of the semester even if you (anonymously) opt-out of completing the survey. Those who send me evidence of completing TRACE receive a 2pt bonus.
All speeches require an outline; grades are dependent on this and the actual delivery. Please submit your outlines on Canvas before the beginning of the first class of the speech assignment. Speeches for which the outline has not been handed in on time will receive a grade reduction of up to 50%. Be prepared to deliver your speech at any time during that speech’s classes. If you cannot attend a class during this period, please see your instructor in advance. Speeches that are not delivered on the required date without written documentation of an appropriate reason for absence will receive zero points.
Communication Studies courses are expected, on average, to have a GPA of no more than a 3.3 (B+); this means those receiving an A or A- are in the minority.
Letter grades mean the following:
A. Impressive: worthy of being an exemplar. B. Good: many strengths and some weaknesses. C. Satisfactory: strengths marred by weaknesses. D. Unsatisfactory: weaknesses dominate (any) strengths. F. Deficient: fails to address assignment or academic requirements.
And, according to the course rubric, an excellent “A” student:
The outline’s purpose is to help you to deliver the best speech you can. An excellent outline (e.g., Durodango and enthusiasm for craft):
When possible, feedback will be given for all speeches during class from the instructor and audience. An excellent speech:
See presenting for other tips and thoughts.
An excellent speech reflection shows an impressive level of:
As the writing rubric states, excellent prose:
Please review the grading scale and participation assessment.
Most readings are from the book or linked to from this page, if not check this zip file. For selections, I specify the chapter (ch=) or pages (pp=) to read.
If you encounter a paywall, try incognito mode; pasting the URL at archive.ph, archive.org, or searching for the title at Proquest via our library. I use the browser plugin Web Archives to help with this.
Welcome! We introduce ourselves, cover class logistics, and consider the relevance of public speaking.
Please listen to the introduction and first segment of the following This American Life. Is this funny? Is this public speaking?
Also, bring a mnemonic that connects your name with a memorable image: “Imagine me …” I could say: “Imagine Prof. Reagle being chased by beagles.”
In addition to the readings below, review the introductory speech assignment and consider possible topics.
Remember to turn in your speech outline on first day of speeches. Also, you need to be prepared to present on either day, despite the draft schedule.
Remember to turn in your speech outline on first day of speeches. Also, you need to be prepared to present on either day, despite the draft schedule.
To prepare for the controversy speeches, in class we’re going to discuss a controversial scenario and the genre of argument.
After class, by the end of the day, review the sample controversies and signup for a case such that no case has more than two people (first-come-first-served). You may then decide which position in the controversy you wish to take.
We’re taking two approaches to ethics: (1) how to be an ethical practitioner of public speaking, and (2) what are the major ethical theories underlying much of our ethical discussions, which is germane to controversy.
TED Talks are one of the most popular examples of oratory today. But do they spotlight “ideas worth spreading” or dangerous sophistry? Come to class prepared to identify, discuss, and defend a position on this question.
Remember to turn in your speech outline on first day of speeches. Also, you need to be prepared to present on either day, despite the draft schedule.
The debate speech builds on the controversy speech and what we learned about reasoned argument and persuasion. The differences are that (1) we will use real-world debate topics, (2) that require some research (e.g., ProCon.org, now folded in Encyclopedia Britannica and Congressional Research Service, and (3) you will have a partner whom you rebut.
Today we discuss how to find reliable sources and information.
We discuss the supposed importance of debate, especially in the higher-ed context, and assign topics and sides for our own debates.
For each reading, bring a compelling quote, a novel insight, and a question; these will be shared in a “go around” discussion circle.
Let’s consider a recent debate on “wokeness” at the Oxford Union, associated with, but independent of, Oxford University. The Union was established in 1823 to give junior students the ability to discuss topics the university otherwise forbade them.
I’ve selected speakers (Butterworth and Lindsay) who were opposed and spoke fairly well without a heavy reliance on notes. (Unfortunately for our purposes, speakers often read from notes.) James Lindsay is (in)famously anti-woke and was mistakenly assigned his side and chose to satirize via argumentum ad absurdum. At its conclusion, 89 people left via the “Ayes” door and 60 through the “Noes.”
Watch these before class and note the timestamps of one or more segments from each speech (minutes:seconds) to review and speak to in class with respect to substance or style.
Remember to turn in your speech outline on first day of speeches. Also, you need to be prepared to present on either day, despite the draft schedule.
Let’s conclude with reflections on what can go wrong and what to do.
DUE: Screenshot of TRACE completion due on Canvas.
We will not meet on this day.