Public Speaking - Module Notes

Social integration, campus life, and motivation

  • Big picture: many students worry about making friends and fitting in on campus; the instructor emphasizes putting yourself out there and connecting with others to improve academic success and social experience.
  • Campus size and opportunities:
    • SDSU has approximately 3{,}202 students across 146 sections in this course example; there’s “somebody for everyone” on a campus of roughly 37{,}000 people.
    • For commuters living at home, it’s especially important to engage with campus life, your major, and RSOs (Recognized Student Organizations) to feel connected and to perform better academically.
  • Suggested social strategies:
    • Say yes to social opportunities (e.g., dorm activities, campus events) even if they’re outside your comfort zone.
    • If you’re feeling isolated in week two, give it a chance; connection can take time.
    • Dorm residents are highlighted as typically more integrated; commuter students should seek clubs, majors, or college-affiliated activities to build community.
  • Clubs and resources:
    • SDSU offers many clubs, includingSky High Club, Hiking Club, and Aztec Paws (a club about dogs and service/community activities).
    • Faculty advisers (including the instructor) guide RSOs; there are opportunities across science, business, and social areas.
  • Post-COVID social dynamics:
    • A significant challenge after COVID is rebuilding social networks and skills; many students spent extended time on screens, which affected in-person socialization and dating norms (e.g., dating apps may feel ubiquitous on campus).
  • Practical takeaways:
    • Put yourself out there to meet people, especially in the first few weeks.
    • Find a club or organization in your field to anchor your campus experience.
    • If you feel isolated, seek opportunities and attend events; connection often comes with persistence.

Administrative reminders, deadlines, and course logistics

  • Important deadlines:
    • By Monday, 8^{th} at 11:59 ext{ PM}: make the relevant decision (likely course-related enrollment or setting preferences).
    • By Monday, 8^{th} at 11:59 ext{ PM}: you must register for a textbook (instructions demonstrated in class).
  • Access to course materials:
    • Modules contain large lecture PowerPoints and other resources; the instructor prepared everything in August and made materials freely accessible.
    • The bottom of the Modules section includes a PDF titled “Connect Canvas” with screenshots and guidance for book registration.
    • The PowerPoints are organized for this semester and are available for download.
  • iClicker setup and usage (starting next week):
    • The iClicker student app will be used; if you opt in, it’s free; if you opt out, you’ll pay 15.99.
    • The app offers a three-week free trial; download using your SDSU email and register your class when prompted.
    • Install the app before you need it; instructions will be provided in class; if you can’t find the class immediately, the instructor will explain how to locate it.
    • If you download and create a profile, you may be asked to add a class; you’ll be guided on how to locate the correct course section.
    • If you download later, you’ll still be able to participate; the instructor will demonstrate how to link your class during the next session.
  • Tech tips and best practices:
    • Have the iClicker app downloaded to your phone/tablet ahead of time; we won’t use it immediately in the session, but you should be prepared.
    • If you’re using Google Docs to submit, be aware Turnitin can alter indentation; submit as a PDF to preserve formatting (indentation and spacing).
    • Do not submit by starting with an explicit sentence like “I’m going to begin my speech now”; focus on strong opening techniques described below.
  • Classroom environment and management:
    • The instructor uses a “power of silence” technique to manage large lectures and students’ behavior without interrupting.
    • Students should avoid muting their microphones or talking loudly when not prompted; the teacher will wait and then address the class to regain control.
  • How the course will run in early sessions:
    • The instructor plans to introduce concepts gradually, focusing on delivery and presence before content, to ease public-speaking anxiety.

Goals and underlying philosophy of communication

  • Core goal: the purpose of communication is to create understanding, not necessarily agreement.
    • Understanding means the audience comprehends your message; agreement is not required for effective communication.
  • Implications for practice:
    • Focus on clarity, credibility, and connection with the audience to facilitate understanding.
    • A strong thesis should align with the speech’s body and support the intended understanding.
  • Relationship to the three speeches:
    • Thesis statement should present the one-sentence goal of the speech.
    • Introduction previews what’s coming; the body delivers it; the conclusion mirrors the introduction and reinforces understanding.
    • If thesis and body align, the speech coheres and achieves its purpose of understanding.

Thesis, structure, and the role of the outline

  • Thesis statement:
    • A one-sentence version of the speech’s message or goal; should be truthful and specific (not a question).
    • Example framing: "Today, I will introduce myself to the class through two objects." This is a future-tense preview of the speech.
  • Structure and tense usage:
    • Introduction: future tense (what you will do/shared plan): e.g., "Today, I will introduce myself…".
    • Body: present tense (current points): e.g., describing objects and their significance.
    • Conclusion: past tense (what you have done): e.g., "I just introduced myself through two objects." (a recap and signaling closure).
  • Two-object speech framework (for the first assignment):
    • Main points are two objects; each object is explained as a self-point (reason, example, story).
    • Typical timing for a 3-minute speech: introduction ~0.5 minutes, first object ~1.0 minute, second object ~1.0 minute, conclusion ~0.5 minutes.
    • The outline format guides the audience through the speech with clear transitions.
  • Indentation and formatting standards for the outline:
    • Use the Canvas-provided outline handout in the last page of the "speech of introduction" module.
    • Indentation and layout are important; the required format is pre-set and should be followed exactly (Times New Roman, 12 point, double-spaced).
    • Submissions via Google Docs can disrupt indentation when submitted to Turnitin; save as a PDF before submitting.
  • Transitions and organization:
    • Transitions only occur between main points; for a two-point speech, you’ll typically have one transition between point 1 and point 2.
    • The outline should explicitly include a transition statement separating the two main points.
  • Sample outline reference:
    • Canvas → Modules → Speech of Introduction → Outline Handout → Last page contains a blank outline to complete.
    • The outline is pre-formatted to match the required structure; fill in the sections accordingly (e.g., Introduction, Transition, Main Point 1, Main Point 2, Conclusion).
  • Classic speech framework guidance from personal experience:
    • A teacher’s adage: Tell them what you’re going to tell them; tell them; tell them what you told them.
    • This approach helps with structure, especially in early assignments when students are learning to format and present their ideas clearly.

Attention getters, reason to listen, credibility, and engagement strategies

  • Attention-getters (A-game to start):
    • Options include a compelling quote, a provocative question, or a vivid scenario (e.g., a hypothetical or real anecdote).
    • The chosen A-gainer should connect to your topic and lead into the reason to listen.
  • Reason to listen (bridge):
    • This connects the attention getter to the upcoming content, providing a bridge and a rationale for the audience to continue listening.
    • Example reasoning: audience should care about the topic because it impacts understanding, personal relevance, or practical outcomes.
  • Credibility and credibility-building:
    • Establish credibility early by referencing relevant experience or preparation (without overclaiming).
  • Example orientation for the two-object speech:
    • Introduction: "Today, I will introduce myself to the class through two objects."
    • Body: present two self-points tied to the objects.
    • Conclusion: summarize and leave a memorable takeaway (the reason to remember).
  • Avoiding common pitfalls:
    • Don’t begin with passive phrases like "I’m going to begin my speech now"; begin with a strong opening that reflects your topic and stance.
    • For the first speech, avoid burying the purpose under unnecessary hedging; be direct about your intention.

The two-objects speech: content, examples, and delivery

  • Primary example structure for two objects:
    • Introduction: introduce yourself to the class through two objects.
    • Body Point A: object 1 (e.g., running shoes) as a self-point with two supporting elements (two examples or stories).
    • Example: object 1 explains a habit, value, or passion; include at least two sub-points as evidence.
    • Body Point B: object 2 (e.g., family photograph) as a self-point with two supporting elements.
    • Conclusion: a memorable closing that reinforces the thesis and provides a takeaway.
  • Example within the instructor’s notes:
    • Object choices can be sentimental or fun (e.g., grandmother’s necklace, family photo, or a favorite pair of shoes).
    • Personal stories can be powerful: a student once discussed divorce history or a family heirloom to illustrate resilience or values.
  • Timing and duration:
    • For a 3-minute speech, target approximately 3 minutes total with roughly: Introduction 0.5, Object 1 1.0, Object 2 1.0, Conclusion 0.5.
  • Content focus:
    • Prioritize concrete, specific details over abstract statements; use statements rather than questions.
    • The two objects should illuminate your personality, values, or life direction.
  • Examples of persuasive and informative framing (from the instructor’s slides):
    • Persuasive sample: a claim is supported with concrete evidence and avoids open-ended questions.
    • Informative sample: statements are factual and straightforward to inform the audience rather than persuade.
  • Language notes:
    • Use present tense for body content; future tense for introduction; past tense for conclusion.
  • Common formatting and editorial tips:
    • Ensure your outline follows the required indentation and formatting rather than ad-hoc formatting.
    • The rubric rewards clear transitions, specific detail, and alignment with the thesis.

Practice tips, delivery, and classroom management insights

  • Public speaking anxiety:
    • The instructor emphasizes that public speaking triggers fight-or-flight for many people; the best cure is gradual exposure and practice with low-stakes tasks.
    • Start with smaller, simpler delivery (focus on eye contact, gestures, voice modulation) before tackling complex content.
  • Delivery style guidance:
    • Freedom to use humor carefully; humor can ease tension but should be chosen with sensitivity to the audience.
    • A well-timed joke or quote can be effective, but be mindful of context and audience perceptions.
  • Classroom presence and pacing:
    • The instructor models control of a large room by employing silence intentionally to regain attention.
    • Pacing is important; avoid long pauses that derail the flow; use silence to emphasize points and collect thoughts.
  • Practical speaking tips:
    • Start with an attention approach that resonates with the audience; then present a reason to listen; establish your credibility.
    • Introduce yourself clearly and explain what the audience can expect from the speech.
  • Transitioning and narrative flow:
    • Clear transitions guide the audience from one main point to the next; the first transition typically leads from the introduction to Main Point 1.
  • Rehearsal and feedback:
    • The instructor uses live demonstrations and feedback to illustrate how to adjust delivery in real time; expect feedback that highlights body language, tone, and clarity.
  • Ethical and practical implications:
    • The goal of communication is understanding, not coercion; respect for audience perspective and truthful statements are emphasized.
    • When sharing personal stories, balance vulnerability with appropriateness and privacy considerations.

Formatting, submission, and assessment reminders

  • Outline submission and formatting:
    • Use the exactly-provided outline handout within Canvas Modules; the last page contains a blank outline for you to fill in.
    • The outline is preformatted; follow the exact structure, indentation, and spacing.
    • Submitting via Google Docs can alter indentation when Turnitin processes the document; saving as a PDF can preserve formatting.
  • Turnitin considerations:
    • If you’ve never used Turnitin before, you’ll submit a PDF to avoid formatting issues.
  • When to download tools and how to prepare:
    • Ensure the iClicker app is downloaded before the next class session; a later download is acceptable, but be prepared.
  • Ethical guidelines and classroom expectations:
    • Respect for classmates during presentations; allow others to present without interruptions; use silence to control the room if needed (as demonstrated by the instructor).
  • Miscellaneous tips:
    • The course uses a structured approach to speech formation: introduction (preview), body (two main points), conclusion (recap and memorable take-away).
    • The instructor frequently references practical examples from personal teaching experience to illustrate concepts (e.g., 50-minute informative speech, real classroom demonstrations).

Quick reference: key terms and concepts (glossary-style)

  • Understanding vs agreement: the goal of communication is to create understanding, not force agreement.
  • Thesis statement: one-sentence statement of the speech’s goal; must be truthful and specific.
  • Introduction, body, conclusion: temporal tense alignment—introduction in the future tense, body in present tense, conclusion in past tense.
  • Two-object speech: a beginner-friendly structure using two objects to illustrate self-points with two supporting sub-points each (two reasons, two examples, or two stories).
  • Transitions: connective statements between main points to maintain flow; important to show movement from one idea to the next.
  • Attention getter (A.G.): a method to grab audience attention at the start (quote, question, scenario).
  • Reason to listen: bridge from attention getter to topic; explains why the audience should care.
  • Credibility: establish trustworthiness and relevance to the topic.
  • Power of silence: a technique to control the room and manage pacing without interrupting the flow of the class.
  • Formatting tips: use the Canvas-provided outline, adhere to indentation, and submit as PDF to preserve formatting; avoid misalignment caused by Google Docs to Turnitin.
  • Public speaking as a skill: walk before you run; focus on delivery fundamentals (eye contact, gestures, voice modulation) before content complexity.
  • Real-world relevance: the approach aims to build understanding and effective communication in personal, academic, and professional contexts.

Examples from the transcript to illustrate points

  • Two-object introduction script example:
    • "Today, I will introduce myself to the class through two objects." (Introduction)
    • Object 1 (e.g., running shoes) as self-point with two sub-points (two examples or stories) (Body Point 1).
    • Object 2 (e.g., family photo) as self-point with two sub-points (two examples or stories) (Body Point 2).
    • Conclusion: a succinct recap with a memorable reason to remember.
  • Real-life anecdotes used in class:
    • A personal anecdote about using a grandmother’s necklace as a sentimental object.
    • An anecdote about a student in a summer class whose speech addressed a sensitive topic (e.g., divorce), illustrating vulnerability and relevance.
  • Formatting and submission anecdotes:
    • An instructor anecdote about a teacher who emphasized a simple thesis framework: Tell them what you’re going to tell them; tell them; tell them what you told them.
    • The instructor’s reminder about practical class tools (iClicker usage, module access) and about maintaining classroom etiquette (silence, focus).

Note: For math-related references, numbers and ranges are expressed with LaTeX in this summary, e.g., the class size is 3{,}202 students, there are 146 sections, and you’ll prepare a 3-minute speech with two objects. The formatting used here follows the guidance to enclose numbers and formulas in LaTeX, e.g., 3-minute speeches and 2 objects.