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National Commission for

Academic Accreditation & Assessment

ATTACHMENT 2 (e)
Course Specifications

The National Commission for Academic Accreditation & Assessment

Course Specifications
English 221-Public Speaking (English 3)

Form 5a_Course Specifications _SSRP_1 JULY 2012

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National Commission for


Academic Accreditation & Assessment

Course Specifications

Institution: Qassim University

Date of Report: April 5, 2012

College/Department : College of Architecture


A. Course Identification and General Information
1. Course title and code: English 221-Public Speaking (English 3)
2. Credit hours: 2
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Not applicable
4. Name of faculty member responsible for the course: Dr. Tomas U. Ganiron Jr
5. Level/year at which this course is offered: Level 4/2nd Year
6. Pre-requisites for this course (if any) : English 106
7. Co-requisites for this course (if any): Not applicable
8. Location if not on main campus: Not applicable
9. Mode of Instruction (mark all that apply)
a. Traditional classroom

b. Blended (traditional and online)

What percentage?

100

What percentage?

c. e-learning

What percentage?

d. Correspondence

What percentage?

f. Other

What percentage?

Comments:

Form 5a_Course Specifications _SSRP_1 JULY 2012

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National Commission for


Academic Accreditation & Assessment

B Objectives
1. What is the main purpose for this course?
This course is designed to provide systematic methods and approaches for students to prepare for

public speaking in a variety of situations to achieve effective speech presentations. Topics


include audience analysis, rhetorical tactics, linguistic devices and verbal, types of speech
such as introductory, impromptu, demonstrative, informative and persuasive; physical and
visual techniques; and interview tips. Students will have the opportunity to develop and
strengthen skills in speech delivery as well as critical listening.
2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g.
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
To meet NQF requirements and to improve learning outcomes particularly those concerning ethical and
disciplinary issues, body of knowledge, intellectual skills, interpersonal skills, and communication and
information technology skills.

C. Course Description (Note: General description in the form to be used for the Bulletin or
handbook should be attached)
1. Topics to be Covered
List of Topics

No. of
Weeks

Contact Hours

Introduction to public speaking. Eloquence or skill in making


speeches to the public. Famous public orators and their speeches.
How to choose a presentation topic? Presentation topic: About
Myself (2 minutes).
Speech No. 1
Introductory Speech- Each student will have no more than 3
minutes to introduce a fellow classmate to the rest of the class

Week 1

About the importance of body language in public speaking. Types of body


language. How to use body language in public speaking?
Speech No. 2
Impromptu Speech-This presentation will be announced during class.
Topics will be handed-out in class, and students will be given 10-15
minutes to prepare his presentation. The speech will be graded on students
ability to handle a pressure situation while adhering to the principles of
communication learned in class

Form 5a_Course Specifications _SSRP_1 JULY 2012

Weeks 2
&3

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National Commission for


Academic Accreditation & Assessment

Tips: How to give an effective public speech? How not to speak in public?
Watching a video about public speaking skills.

Week 4

Steps in preparing a presentation. Steps in preparing an outline of


presentation. Sample outlines

Week 5

Weeks
6, 7, &
8

Week 8

Weeks 9
& 10

Weeks
11 & 12

Organizing the presentation into logical parts. Introduction, body and


conclusion. Visual aids in public speaking. How to present power point
presentation.
Speech No. 3
Demonstration Speech(Instructional Speech)- This presentation is in the
form of informative speech, but provides good instruction in the use and
manipulation of visual aids during an oral presentation. The presentation
should be at least 4 to 6 minutes in length. The presentation should
incorporate at least 3 visual aids. You will be required to present a finish
product as part of your conclusion. A typed outline will be required for this
speech.
The importance of audience in public speaking.. Dealing with your
audience. Analyzing your audience. How to make audience listen. How to
become a good listener. The speaker's voice. Pronunciation, intonation,
sentence stress and rhythm.
Type of Presentation: Informative
Speech No. 4
Informative Speech-This presentation should be at least 4 to 6 minutes in
length and it should provide information to the audience that they may not
know on a specified subject. The informative speech blends personal
experience and outside sources into successful presentation. For example,
one may choose to explain how a particular building received its name. A
typed outline will be required for this speech
Type of Presentation: Persuasive
Speech No. 5
Persuasion Speech- This presentation should attempt to persuade the
audience to do, accept or believe something in 6 to 9 minutes . You will be
required to incorporate some of the methods argument that we discuss in
class into your presentation. You will to use some form of media other
than your personal attributes for this presentation. A typed outline will be
required for this speech.

Form 5a_Course Specifications _SSRP_1 JULY 2012

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National Commission for


Academic Accreditation & Assessment

How to make an interview presentation?


Group Presentation- The final presentation will be a group effort. Each
group will be asked to choose a non-profit organization to explore. Using
well-documented material (at least 5 sources), the organization will be
explained, suggestions for involvement offered, and a call action issued
within 20-25 minutes. From this effort, members of each group will gain
an understanding of the communication plays in resolving conflict. Each
group will designate a secretary to maintain records or individual efforts
and delegate a research assignment for each person.

Weeks
13, 14
& 15

2. Course components (total contact hours and credits per semester):


Lecture

Tutorial

Laboratory

Practical

Contact
Hours

32

Credit

Other:

Total
32

3. Additional private study/learning hours expected for students per week.

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods
and Teaching Strategy
Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned.
They are joined together as one, coherent, unity that collectively articulate a consistent agreement
between student learning, assessment, and teaching.
The National Qualification Framework provides five learning domains. Course learning outcomes are
required. Normally a course has should not exceed eight learning outcomes which align with one or more
of the five learning domains. Some courses have one or more program learning outcomes integrated into
the course learning outcomes to demonstrate program learning outcome alignment. The program learning
outcome matrix map identifies which program learning outcomes are incorporated into specific courses.
On the table below are the five NQF Learning Domains, numbered in the left column.
First, insert the suitable and measurable course learning outcomes required in the appropriate learning
domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align
with the assessment methods and intended learning outcomes. Third, insert appropriate assessment
methods that accurately measure and evaluate the learning outcome. Each course learning outcomes,
assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated
learning and teaching process. Fourth, if any program learning outcomes are included in the course
learning outcomes, place the @ symbol next to it.

Form 5a_Course Specifications _SSRP_1 JULY 2012

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National Commission for


Academic Accreditation & Assessment

Every course is not required to include learning outcomes from each domain.

1.0

NQF Learning Domains


And Course Learning Outcomes
Knowledge

1.1

Students develop full understanding of the


English language and related disciplines,
including public speaking.
1.2 Students are able to do further research to gain
extra knowledge effectively on their own.
2.0

Cognitive Skills

2.1

Students are able to compile, analyze and


synthesize knowledge from different sources
properly.
Students are able to apply the knowledge learnt to
their communication, analysis, criticism and
problem solving, and to accomplish their
assignments efficiently.
Interpersonal Skills & Responsibility

2.2

3.0
3.1

4.0
4.1
4.2

Course Teaching
Strategies

Lectures, multi-media,
student presentation and
comments and assigned
topics and personal choices
of topics

Case studies and analysis

Students are able to accomplish the assigned tasks


and appropriately fulfill their role in their team,
Pair work in research and
contribute to others work, and solve their team
script writing
problems
Communication, Information Technology, Numerical
Students are able to communicate in English
effectively and properly in a given context.
Students are able to use different forms of IT tools
appropriately to assist learning and researching, and
to give presentations.

Course Assessment
Methods

Lectures and case study

Speech presentations
and development

Individual presentation

Content organization and


writing

Final draft of script


And speech delivery

Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching


NQF Learning Domains
Suggested Verbs

Knowledge

Cognitive Skills

list, name, record, define, label, outline, state, describe, recall, memorize,
reproduce, recognize, record, tell, write
estimate, explain, summarize, write, compare, contrast, diagram,
subdivide, differentiate, criticize, calculate, analyze, compose, develop,
create, prepare, reconstruct, reorganize, summarize, explain, predict,
justify, rate, evaluate, plan, design, measure, judge, justify, interpret,
appraise

Form 5a_Course Specifications _SSRP_1 JULY 2012

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National Commission for


Academic Accreditation & Assessment

Interpersonal Skills & Responsibility

demonstrate, judge, choose, illustrate, modify, show, use, appraise,


evaluate, justify, analyze, question, and write

Communication, Information
Technology, Numerical

demonstrate, calculate, illustrate, interpret, research, question, operate,


appraise, evaluate, assess, and criticize

Psychomotor

demonstrate, show, illustrate, perform, dramatize, employ, manipulate,


operate, prepare, produce, draw, diagram, examine, construct, assemble,
experiment, and reconstruct

Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows:
Consider
Maintain

Maximize
Reflect

Continue
Examine

Review
Ensure
Strengthen
Explore

Enlarge
Encourage

Understand
Deepen

Some of these verbs can be used if tied to specific actions or quantification.


Suggested assessment methods and teaching strategies are:
According to research and best practices, multiple and continuous assessment methods are required to verify student
learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student
performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for
qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log
books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video
analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos,
graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning
contracts, antidotal notes, artwork, KWL charts, and concept mapping.
Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and
the intended learning outcomes. Teaching methods include: lecture, debate, small group work, whole group and
small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest
speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student
learning activities.

5. Schedule of Assessment Tasks for Students During the Semester


Assessment task (e.g. essay, test, group project, examination, speech,
oral presentation, etc.)
1 Pair work: ability to identify purposes and style of public

Week Due

Proportion of Total
Assessment

3rd week

5%

6th week and


10th week
7th week

10%

speaking for introductory speech


2

Pair work and individual assignments in research and script writing for
impromptu speech.
Class presentation: two short presentations and one full-scale
presentation for demonstration speech.
Class presentations for informative speech and persuasive speech

Final Examination

Form 5a_Course Specifications _SSRP_1 JULY 2012

5th , 8th , 12th


and 15th weeks

15%
20%
50%

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National Commission for


Academic Accreditation & Assessment

D. Student Academic Counseling and Support


1. Arrangements for availability of faculty and teaching staff for individual student consultations and
academic advice. (include amount of time teaching staff are expected to be available each week)

E. Learning Resources
1. List Required Textbooks

(a) G. L. Grice, Mastering Public Speaking Plus NEW My Communication Lab for Public
Speaking, Pearson, New York, 9th Edition, 2015.
(b) S. A. Beebe, Public Speaking Handbook Plus NEW My Communication Lab for Public
Speaking, Pearson, Texas, New York, 5th Edition, 2015.
2. List Essential References Materials (Journals, Reports, etc.)
(a) C. Lucas, The Art of Public Speaking, Mc-Graw Hill. New York, 2010.
(b) M. Templeton, Public Speaking and Presentations, Mc-Graw Hill. New York, 2010.
(c)Public Speaking Success in 20 minutes, Mc-Graw Hill. New York, 2010.
3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)
(a) International Journal of English Language Teaching, Sciedu Press, Toronto, ISSN 2329-7913.
(b) International Journal of Innovation in English Language Teaching and Research, Nova Science
Publishers, New York.
4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.)
(a) https://www.youtube.com/watch?v=6RDnl3NFgsY
(b) https://www.youtube.com/user/mohammadliufaisal

F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodations: Lecture room (5x6 m) equipped with smart board, white board, data show,

and overhead projector.


G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
Questionnaire
Observing the students opinions recorded in the college student site
Appeal box
Carrying out extensive questioners by a sample of the distinguished students just after the
graduation from the college

Form 5a_Course Specifications _SSRP_1 JULY 2012

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National Commission for


Academic Accreditation & Assessment

2 Other Strategies for Evaluation of Teaching by the Program/Department Instructor


Periodical review of the teaching methods by both the department council and the education
affairs vice dean. Questionnaire
Observing the students opinions recorded in the college student site
Appeal box
3 Processes for Improvement of Teaching
Evaluation of the course outlines by external staff member from outside the university
Periodical contact with the different engineering authorities and industries for evaluating and
getting their feedback and suggestions concerning the course outlines
4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent
member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample
of assignments with staff at another institution)
Check marking of a sample of student work by an independent faculty member.
Exchange periodically, and remark a sample of assignments with faculty members assigned in
other universities accredited by NCAAA.
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.
Assessment and evaluation of the level of achieving the course outcomes through a continuous
improvement process (part of a quality assurance system established by the university).
Consequently, actions are to be taken to improve the course delivery when necessary.
Review of the course objectives, outcomes and curriculum each 2 years

Faculty or Teaching Staff: Dr. Tomas U. Ganiron Jr


Signature: __tuganironjr_____________

Date Report Completed: April 5, 2012

Received by: _ almarwae__

Dean/Department Head : Dr. M. Almarwae

Signature: _ almarwae__

Date: April 5. 2012

Form 5a_Course Specifications _SSRP_1 JULY 2012

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