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Each project will be graded by a specific, points-based rubric that will be discussed in class in advance. Some speeches must be video recorded, and some must be presented in class. Each must also be within the time allotted; speeches under or over the required time limit will lose points. Each student’s speeches must be shared with classmates and your instructor; you are required to give and receive feedback on every project. A substantial focus of this advanced course will be on generating respectful, useful critiques for the betterment of your and your classmates’ performances and skill development.

Successful completion of this advanced 32-hour course is dependent upon the completion of all 10 projects and required assignments. Certificates will be awarded to students who finish all course requirements. Successful candidates will emerge from this course with much improved public speaking skills in English, improved English eloquence, enhanced small-talk and professional speaking skills, and strengthened courage in general.

Advanced Public Speaking Course syllabus

Class 1 – January 28 – Class intro: expectations, speech presentation requirements, assignments

Class 2 – February 4 – Lecture, story-telling; Project 1 (4-6 minute requirement); Assignments 1-3

Class 3 – February 11 – Lecture, Effective evaluative processes and procedures; Assignment in-class

Class 4 – February 18 – Lecture, Organization; Project 2 (5-7 minute requirement); Assignments 1-3

Class 5 – February 25 – Lecture, Focus/Purpose; Project 3 (5-7 minute requirement); Assignments 1-3

Class 6 – March 4 – Lecture, Word Choice; Project 4 (5-7 minute requirement); Assignments 1-3

Class 7 – March 11 – Lecture, Body Language; Project 5 (5-7 minute requirement); Assignments 1-3

Class 8 – March 18 – Personal Progress Evaluations; Impromptu speeches; Assignment in-class

Class 9 – March 25 – Lecture, Voice Expression; Project 6 (5-7 minute requirement); Assignments 1-3

Class 10 – April 1 – Lecture, Research; Project 7 (5-7 minute requirement); Assignments 1-3

Class 11 – April 8 – Lecture, Visual Aids; Project 8 (5-7 minute requirement); Assignment in-class

Class 12 – April 15 – Project 8 con’t; In-class speeches; personal performance evaluations

Class 13 – April 22 – Lecture, Persuasion; Project 9 (5-7 minute requirement); Assignment in-class

Class 14 – April 29 – Project 9 con’t; In-class speeches; personal performance evaluations

Class 15 – May 6 – Lecture, Inspiration; Project 10 (8-10 minute requirement); Assignment in-class

Class 16 – May 13 – Project 10 con’t; In-class speeches; personal performance evaluations

Lecturer

Johanna Campbell
is an English language teacher, trainer and curriculum developer with extensive field experience across the US and overseas.

Her expertise includes teaching intensive academic English with top-tier American universities (7 years), language program instruction and administration in US-based colleges in the Middle East (2 years), training, tutoring, writing center coaching, and presenting at myriad professional engagements (14 years). She has spoken on such varied topics as a cultural influence on English teaching and learning, civic resource use to generate language production, and student learning beyond the classroom. Her research interests include how culture shapes language, learner-centered oral fluency skills, and sociolinguistics.

She has traveled, lived and taught in the central and southern United States, across Western Europe, and in the Gulf region. She holds an MA in Applied English Linguistics from the University of Houston. Currently, she is serving as an English Language Fellow in Moscow, Russia.

Johanna Campbell
is an English language teacher, trainer and curriculum developer with extensive field experience across the US and overseas.

Her expertise includes teaching intensive academic English with top-tier American universities (7 years), language program instruction and administration in US-based colleges in the Middle East (2 years), training, tutoring, writing center coaching, and presenting at myriad professional engagements (14 years). She has spoken on such varied topics as a cultural influence on English teaching and learning, civic resource use to generate language production, and student learning beyond the classroom. Her research interests include how culture shapes language, learner-centered oral fluency skills, and sociolinguistics.

She has traveled, lived and taught in the central and southern United States, across Western Europe, and in the Gulf region. She holds an MA in Applied English Linguistics from the University of Houston. Currently, she is serving as an English Language Fellow in Moscow, Russia.

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Johanna Campbell
is an English language teacher, trainer and curriculum developer with extensive field experience across the US and overseas.

Her expertise includes teaching intensive academic English with top-tier American universities (7 years), language program instruction and administration in US-based colleges in the Middle East (2 years), training, tutoring, writing center coaching, and presenting at myriad professional engagements (14 years). She has spoken on such varied topics as a cultural influence on English teaching and learning, civic resource use to generate language production, and student learning beyond the classroom. Her research interests include how culture shapes language, learner-centered oral fluency skills, and sociolinguistics.

She has traveled, lived and taught in the central and southern United States, across Western Europe, and in the Gulf region. She holds an MA in Applied English Linguistics from the University of Houston. Currently, she is serving as an English Language Fellow in Moscow, Russia.

• to increase confidence as public speakers through diligent, purposeful practice

• to learn how to competently engage with an audience
• to enhance candidates’ careers by learning effective public speaking skills, which are also useful in writing and composition

Public Speaking for Scientists is a course designed for researches, scientific aspirants, teachers of English and other languages, and all other graduate-level candidates keen to improve their public speaking personas.

In this course you will learn to:

• Overcome (or at least learn to navigate through) fears of public speaking/stage fright
• Present effectively to a peer community
• Practice critical evaluations to generate self-awareness toward improving oratory skills
• Deliver well-structured speeches through well-crafted, engaging PowerPoint presentations

Over 8 practical sessions of mixed format, combining lectures, workshops and seminars, Public Speaking for Scientists will provide you with a broad toolkit, enabling you to:

• Understand the importance of speech evaluation, learn to effectively assess yourself as a speaker, and practice the all-important art of critique
• Write and deliver general/specific speeches, including developing strong organization (with thesis) that clearly identifies topic and connects you with your audience
• Perform the practice of an excellent speech, which is the best method to present an excellent speech

Time: 18 00 – 20 30 (every Thursday)

Through a variety of media and platforms, this class will engage students in a variety of speaking practice. The class is conducted entirely in English, as will be every presentation throughout the course. Each student is expected to come to class prepared and willing to engage in the dynamic process of speaking in public in a foreign language.

Included in this series of classes is an exploration through TED Talks (https://www.ted.com/) in pursuit of evidence-based identification of what a strong speaker/presentation looks like. From this research and self-discovery, participants will produce individual presentations in multiple forms (including impromptu/research-based speeches), practice of purposeful critiquing techniques, and communicate focused ideas through a filter of analysis, organization, and structure.

From the acquired resources of this course, students should expect to set and achieve relevant personal project goals, performed as a final presentation.

Johanna Campbell
is an English language teacher, trainer and curriculum developer with extensive field experience across the US and overseas.

Her expertise includes teaching intensive academic English with top-tier American universities (7 years), language program instruction and administration in US-based colleges in the Middle East (2 years), training, tutoring, writing center coaching, and presenting at myriad professional engagements (14 years). She has spoken on such varied topics as a cultural influence on English teaching and learning, civic resource use to generate language production, and student learning beyond the classroom. Her research interests include how culture shapes language, learner-centered oral fluency skills, and sociolinguistics.

She has traveled, lived and taught in the central and southern United States, across Western Europe, and in the Gulf region. She holds an MA in Applied English Linguistics from the University of Houston. Currently, she is serving as an English Language Fellow in Moscow, Russia.