Instructor’s Resource Manual
A Pocket
Guide to Public
Speaking
Third Edition
Dan O’Hair
Hannah Rubenstein
Rob Stewart
Prepared by
Paula K. Baldwin
George Mason University
Elaine Wittenberg-Lyles
University of North Texas
Melinda M. Villagran
George Mason University
BEDFORD/ST. MARTIN’S
Boston New York
,Copyright © 2010, 2007, 2004 by Bedford/St. Martin’s
All rights reserved.
Instructors who have adopted A Pocket Guide to Public Speaking, Third Edition, as a
textbook for a course are authorized to duplicate portions of this manual for their students.
For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston,
MA 02116 (617-399-4000)
ISBN-10: 0-312-60484-X
ISBN-13: 978-0-312-60484-4
Acknowledgments
“The Next Generation of Readers,” an after-dinner speech delivered by Joseph J. Branin,
Director of Libraries for Ohio State University, December 14, 2000. Used by permission.
“Testimony against Legalized Gambling before the U.S. House Judiciary Committee,” by
Reverend Tom Grey, former executive director of the National Coalition against Legalized
Gambling (NCALG). Delivered on September 29, 1995. Reprinted by permission.
“Free the Children Address,” by Craig Kielburger, founder, Free the Children,
www.freethechildren.com. Delivered before the U.S. Congressional Subcommittee on
International Relations and Human Rights, June 11, 1996. Reprinted by permission of Craig
Kielburger.
“Teach for America,” commencement address by Wendy Kopp. Delivered at Drew
University, May 20, 1995. Reprinted with permission of Wendy Kopp, president and founder of
Teach for America.
“Global Terrorism Today and the Challenges of Tomorrow,” speech delivered at
Chatham House on April 7, 2008, by Robert S. Mueller, Director, and Federal Bureau of
Investigation.
“The Rise in Hate Crime: Anti-Immigration Policy,” by Deval Patrick. Assistant Attorney
General in the Civil Rights Division of the U.S. Department of Justice. July 8, 1994, at the
Organization of Chinese Americans.
“Coaching Character: Inspiring the Will of the Team,” address by William S. Wallace,
General, Commander, U.S. Army Training and Doctrine
,PREFACE
INTRODUCTION
This Instructor’s Resource Manual to accompany Dan O’Hair, Hannah Rubenstein, and Rob
Stewart’s A Pocket Guide to Public Speaking, Third Edition, is a valuable tool for new and
experienced instructors alike. For first-time instructors in the public speaking classroom, this
comprehensive manual provides direction in defining a pedagogical stance and constructing
related teaching strategies, and in planning and organizing a public speaking course. For
experienced instructors in the public speaking classroom, the manual offers creative and
innovative advice for incorporating variety into teaching methods and activities. And for
instructors in any academic discipline, the manual gives concrete guidance in incorporating oral
presentations into a range of college classes—the social sciences, humanities, education,
business, science, and engineering. For all instructors, it provides a framework for the course
and for teaching the content of the text. Although this Instructor’s Resource Manual is
comprehensive in terms of content, many of the interpretations, analyses, and activities are
simply basic guidelines or suggestions; thus, instructors are encouraged to adapt exercises and
discussions to their own teaching styles and strengths, as well as to each classroom’s climate
and culture.
A Pocket Guide to Public Speaking, Third Edition, has been designed with today’s busy
student in mind, providing the tools students need to prepare and deliver a wide range of
speeches, all in a brief format. Commensurate with the spirit of the text, the Instructor’s
Resource Manual is designed to help instructors facilitate student learning. Just as students must
develop the knowledge and skills that will allow them to become effective public speakers, the
philosophy of this manual is that instructors must acquire the knowledge and skills necessary to
become effective teachers. Honing the skills most appropriate to achieving learning goals will
involve commitment, critical thinking, adaptation and change, and a willingness to engage in a
dialogue with students.
ORGANIZATION AND HIGHLIGHTS OF THE MANUAL
The Instructor’s Resource Manual begins with a section on course management that offers
general suggestions and advice for instructors of the public speaking course as well as any other
course that includes public speaking elements. Part 2 narrows the focus to organizing and
structuring a public speaking course, as well as incorporating public speaking content into
courses across the curriculum. Part 3 then provides a chapter-by-chapter analysis of the content
of A Pocket Guide to Public Speaking, Third Edition, as well as specific suggestions for teaching
course material on each chapter’s topics. Part 4 provides additional resources for teachers and
students, and Part 5 contains sample speeches for analysis and discussion.
In Part 1, Course Management, instructors will find advice on defining a pedagogical stance
and formulating a teaching philosophy as well as suggestions for setting and achieving student
learning goals. Recommendations for running the classroom include handling grade complaints
and dealing with confrontations; soliciting feedback from students; encouraging and using
iii
, communication outside the classroom; and giving tests, grading speeches, and evaluating
assignments. In addition, several teaching strategies—involving role playing, games, field trips,
classroom guests, computer-mediated communication, brainstorming, homework, goal setting,
and student empowerment—are described and analyzed. Part 1 discusses incorporating films
and videos, classroom ethics, and plagiarism. It also addresses special student considerations,
such as culture and gender, English as a second language, students with disabilities, and
nontraditional students. First-time users will appreciate the section offering tips for beginning
instructors or experienced instructors using A Pocket Guide to Public Speaking, Third Edition.
This section includes helpful descriptions of the resources available with Pocket, advice for
classroom discipline, and key FAQs covering common concerns of first-time instructors. At the
end of Part 1, a section titled “Using the Pocket Guide in Other Courses” gives advice to
instructors who are incorporating public speaking into their courses for the first time.
Part 2, Organizing and Structuring a Public Speaking Course, includes detailed sample
course syllabi and schedules. Other highlights of this section are sample speech assignments,
guidelines, and grading sheets for use by both instructors and students in evaluating speeches, a
discussion on incorporating technology into public-speaking assignments, and suggested
activities using PowerPoint technology. The section titled “What to Focus on When Time Is
Limited” is designed to help instructors in other disciplines integrate public speaking into their
classes. It includes suggested courses of study for one- or three-week units on public speaking,
along with a brief speech grading sheet that helps instructors evaluate student presentations in
classes across the curriculum.
Part 3, Chapter-by-Chapter Analysis, highlights the major components of A Pocket Guide to
Public Speaking, Third Edition. For each chapter, a chapter content outline is provided, and all
key terms are defined. Class discussion questions and content presentation ideas are provided,
along with numerous activities and exercises to reinforce students’ understanding of the material.
GENERAL SUGGESTION FOR USING THE MANUAL
This Instructor’s Resource Manual includes all the materials an instructor needs to structure the
course, present the material in the text, and facilitate students’ cognitive and experiential learning.
Nevertheless, instructors should use these materials in a way that best suits the goals they have
set for the course and to encourage students’ effective learning. Based on the level of teaching
experience, each instructor will find different aspects of the manual helpful. Hopefully, the
manual will make teaching the course more enjoyable and rewarding for instructors and learning
the material more satisfying for students.
In using the manual, the instructor must adapt the assignments and activities to the particulars
of each class. To do this, the instructor must consider such issues as time constraints, number of
students, academic background of the students, class climate, and individual teaching style. What
works well for an instructor in one class may not necessarily suffice for another.
Generally, we suggest that instructors examine the first two parts of the manual before the
first day of class. Considering beforehand your own positions as well as how you anticipate
handling any problems that might arise during the semester will best prepare you to respond to
the collective needs of your students and ensure a smoothly run, productive class. In all
likelihood, you will encounter issues that will cause you to rethink your stance or the way in
which you have structured the class and the course. Use the syllabi and schedules provided, but
understand their tentativeness; you may have to add to, change, or eliminate portions to
accommodate your goals or the students’ needs. In effect, Parts 1 and 2 of the Instructor’s
Resource Manual are simply a compendium of general advice, along with some specific
guidelines for instructors of other courses who are pressed for time yet need to incorporate
public speaking into their syllabi.
iv
A Pocket
Guide to Public
Speaking
Third Edition
Dan O’Hair
Hannah Rubenstein
Rob Stewart
Prepared by
Paula K. Baldwin
George Mason University
Elaine Wittenberg-Lyles
University of North Texas
Melinda M. Villagran
George Mason University
BEDFORD/ST. MARTIN’S
Boston New York
,Copyright © 2010, 2007, 2004 by Bedford/St. Martin’s
All rights reserved.
Instructors who have adopted A Pocket Guide to Public Speaking, Third Edition, as a
textbook for a course are authorized to duplicate portions of this manual for their students.
For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston,
MA 02116 (617-399-4000)
ISBN-10: 0-312-60484-X
ISBN-13: 978-0-312-60484-4
Acknowledgments
“The Next Generation of Readers,” an after-dinner speech delivered by Joseph J. Branin,
Director of Libraries for Ohio State University, December 14, 2000. Used by permission.
“Testimony against Legalized Gambling before the U.S. House Judiciary Committee,” by
Reverend Tom Grey, former executive director of the National Coalition against Legalized
Gambling (NCALG). Delivered on September 29, 1995. Reprinted by permission.
“Free the Children Address,” by Craig Kielburger, founder, Free the Children,
www.freethechildren.com. Delivered before the U.S. Congressional Subcommittee on
International Relations and Human Rights, June 11, 1996. Reprinted by permission of Craig
Kielburger.
“Teach for America,” commencement address by Wendy Kopp. Delivered at Drew
University, May 20, 1995. Reprinted with permission of Wendy Kopp, president and founder of
Teach for America.
“Global Terrorism Today and the Challenges of Tomorrow,” speech delivered at
Chatham House on April 7, 2008, by Robert S. Mueller, Director, and Federal Bureau of
Investigation.
“The Rise in Hate Crime: Anti-Immigration Policy,” by Deval Patrick. Assistant Attorney
General in the Civil Rights Division of the U.S. Department of Justice. July 8, 1994, at the
Organization of Chinese Americans.
“Coaching Character: Inspiring the Will of the Team,” address by William S. Wallace,
General, Commander, U.S. Army Training and Doctrine
,PREFACE
INTRODUCTION
This Instructor’s Resource Manual to accompany Dan O’Hair, Hannah Rubenstein, and Rob
Stewart’s A Pocket Guide to Public Speaking, Third Edition, is a valuable tool for new and
experienced instructors alike. For first-time instructors in the public speaking classroom, this
comprehensive manual provides direction in defining a pedagogical stance and constructing
related teaching strategies, and in planning and organizing a public speaking course. For
experienced instructors in the public speaking classroom, the manual offers creative and
innovative advice for incorporating variety into teaching methods and activities. And for
instructors in any academic discipline, the manual gives concrete guidance in incorporating oral
presentations into a range of college classes—the social sciences, humanities, education,
business, science, and engineering. For all instructors, it provides a framework for the course
and for teaching the content of the text. Although this Instructor’s Resource Manual is
comprehensive in terms of content, many of the interpretations, analyses, and activities are
simply basic guidelines or suggestions; thus, instructors are encouraged to adapt exercises and
discussions to their own teaching styles and strengths, as well as to each classroom’s climate
and culture.
A Pocket Guide to Public Speaking, Third Edition, has been designed with today’s busy
student in mind, providing the tools students need to prepare and deliver a wide range of
speeches, all in a brief format. Commensurate with the spirit of the text, the Instructor’s
Resource Manual is designed to help instructors facilitate student learning. Just as students must
develop the knowledge and skills that will allow them to become effective public speakers, the
philosophy of this manual is that instructors must acquire the knowledge and skills necessary to
become effective teachers. Honing the skills most appropriate to achieving learning goals will
involve commitment, critical thinking, adaptation and change, and a willingness to engage in a
dialogue with students.
ORGANIZATION AND HIGHLIGHTS OF THE MANUAL
The Instructor’s Resource Manual begins with a section on course management that offers
general suggestions and advice for instructors of the public speaking course as well as any other
course that includes public speaking elements. Part 2 narrows the focus to organizing and
structuring a public speaking course, as well as incorporating public speaking content into
courses across the curriculum. Part 3 then provides a chapter-by-chapter analysis of the content
of A Pocket Guide to Public Speaking, Third Edition, as well as specific suggestions for teaching
course material on each chapter’s topics. Part 4 provides additional resources for teachers and
students, and Part 5 contains sample speeches for analysis and discussion.
In Part 1, Course Management, instructors will find advice on defining a pedagogical stance
and formulating a teaching philosophy as well as suggestions for setting and achieving student
learning goals. Recommendations for running the classroom include handling grade complaints
and dealing with confrontations; soliciting feedback from students; encouraging and using
iii
, communication outside the classroom; and giving tests, grading speeches, and evaluating
assignments. In addition, several teaching strategies—involving role playing, games, field trips,
classroom guests, computer-mediated communication, brainstorming, homework, goal setting,
and student empowerment—are described and analyzed. Part 1 discusses incorporating films
and videos, classroom ethics, and plagiarism. It also addresses special student considerations,
such as culture and gender, English as a second language, students with disabilities, and
nontraditional students. First-time users will appreciate the section offering tips for beginning
instructors or experienced instructors using A Pocket Guide to Public Speaking, Third Edition.
This section includes helpful descriptions of the resources available with Pocket, advice for
classroom discipline, and key FAQs covering common concerns of first-time instructors. At the
end of Part 1, a section titled “Using the Pocket Guide in Other Courses” gives advice to
instructors who are incorporating public speaking into their courses for the first time.
Part 2, Organizing and Structuring a Public Speaking Course, includes detailed sample
course syllabi and schedules. Other highlights of this section are sample speech assignments,
guidelines, and grading sheets for use by both instructors and students in evaluating speeches, a
discussion on incorporating technology into public-speaking assignments, and suggested
activities using PowerPoint technology. The section titled “What to Focus on When Time Is
Limited” is designed to help instructors in other disciplines integrate public speaking into their
classes. It includes suggested courses of study for one- or three-week units on public speaking,
along with a brief speech grading sheet that helps instructors evaluate student presentations in
classes across the curriculum.
Part 3, Chapter-by-Chapter Analysis, highlights the major components of A Pocket Guide to
Public Speaking, Third Edition. For each chapter, a chapter content outline is provided, and all
key terms are defined. Class discussion questions and content presentation ideas are provided,
along with numerous activities and exercises to reinforce students’ understanding of the material.
GENERAL SUGGESTION FOR USING THE MANUAL
This Instructor’s Resource Manual includes all the materials an instructor needs to structure the
course, present the material in the text, and facilitate students’ cognitive and experiential learning.
Nevertheless, instructors should use these materials in a way that best suits the goals they have
set for the course and to encourage students’ effective learning. Based on the level of teaching
experience, each instructor will find different aspects of the manual helpful. Hopefully, the
manual will make teaching the course more enjoyable and rewarding for instructors and learning
the material more satisfying for students.
In using the manual, the instructor must adapt the assignments and activities to the particulars
of each class. To do this, the instructor must consider such issues as time constraints, number of
students, academic background of the students, class climate, and individual teaching style. What
works well for an instructor in one class may not necessarily suffice for another.
Generally, we suggest that instructors examine the first two parts of the manual before the
first day of class. Considering beforehand your own positions as well as how you anticipate
handling any problems that might arise during the semester will best prepare you to respond to
the collective needs of your students and ensure a smoothly run, productive class. In all
likelihood, you will encounter issues that will cause you to rethink your stance or the way in
which you have structured the class and the course. Use the syllabi and schedules provided, but
understand their tentativeness; you may have to add to, change, or eliminate portions to
accommodate your goals or the students’ needs. In effect, Parts 1 and 2 of the Instructor’s
Resource Manual are simply a compendium of general advice, along with some specific
guidelines for instructors of other courses who are pressed for time yet need to incorporate
public speaking into their syllabi.
iv
